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Effects of performance feedback and repeated experience on self-evaluation accuracy in high- and low-performing preschool children

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Abstract

Accurate self-evaluation leads to better regulation of learning and better performance in elementary school children and acts as a predictor of future academic success. The present study investigates the conditions under which preschoolers’ self-evaluation accuracy can be enhanced. In the empirical research, 111 children were assigned to one of four conditions: control group, group receiving performance feedback, group acquiring repeated experience of testing, and group obtaining both performance feedback and repeated experience. All the children performed the same analogical reasoning tasks and provided self-evaluation judgments. The overall effects of the performance feedback and repeated experience were significant; however, low performers benefited only from performance feedback, while high performers benefited from performance feedback as well as repeated experience.

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Acknowledgments

We would like to thank the student research assistants who helped with the data collection.

Funding

This research project was supported by the Scientific Grant Agency of the Ministry of Education of the Slovak Republic, grant VEGA 2/0134/18.

Author information

Authors and Affiliations

  1. Institute for Research in Social Communication, Slovak Academy of Sciences, Dubravska cesta 9, 845 11, Bratislava, Slovakia

    Kamila Urban

  2. Institute of Education and Communication, Czech University of Life Sciences, V Laznich 3, 159 00, Prague, Czech Republic

    Kamila Urban

  3. Department of History and Theory of Art, Faculty of Art and Design, Jan Evangelista Purkyne University, Pasteurova 9, 400 96, Usti nad Labem, Czech Republic

    Marek Urban

Authors
  1. Kamila Urban
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  2. Marek Urban
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Corresponding author

Correspondence to Kamila Urban.

Ethics declarations

The research was approved by the ethical committee of the Institute for Research in Social Communication SAS.

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Kamila Urban. Institute for Research in Social Communication, Slovak Academy of Sciences, Dubravska cesta 9, 845 11 Bratislava, Slovakia. Institute of Education and Communication, Czech University of Life Sciences, V Laznich 3, 159 00 Prague, Czech Republic. E-mail: kamila.p.urban@gmail.com

Current themes of research:

Fostering metacognition from preschool age. Self-regulated learning.

Most relevant publications in the field of Psychology of Education:

Urban, K. (2017). Metacognitive monitoring. In O. Zápotočná, & Z. Petrová (Eds.), Early literacy of children from socio-economically disadvantage backgrounds (pp. 79–98). Trnava: Typi Universitatis Tyrnaviensis & Bratislava: VEDA.

Urban, K., & Zápotočná, O. (2017). Metacognitive monitoring in preschool children when solving verbal and nonverbal tasks. Československá Psychologie, 61(6), 521–535.

Urban, K., & Urban, M. (2018). Influence of fluid intelligence on accuracy of metacognitive monitoring in preschool children fades with the calibration feedback. Studia Psychologica, 60(2), 123-136.

Urban, K., & Urban, M. (2019). Improving the accuracy of the self-evaluation during on-screen self-regulated learning through calibration feedback. In INTED 2019: 13th International Technology, Education and Development Conference. Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres. - Valencia, Spain: IATED Academy, 9002-9007.

Marek Urban. Department of History and Theory of Art, Faculty of Art and Design, Jan Evangelista Purkyne University, Pasteurova 9, 400 96, Usti nad Labem, Czech Republic. E-mail: marek.m.urban@gmail.com

Current themes of research:

Research-driven interventions in education to foster the creativity. Intrinsic motivation.

Most relevant publications in the field of Psychology of Education:

Urban, M. (2014). Who we are? When a social representation becomes a foucauldian apparatus. In Proceedings of the International Scientific Conference on MMK 2015 (pp. 2720-2727). Hradec Králové: Magnanimitas.

Urban, M. (2017). Identity of the auteur: narratives, social representations and narrative self in Slovak cinematography in 2012–2017. Bratislava: VEDA.

Urban, K., & Urban, M. (2018). Influence of fluid intelligence on accuracy of metacognitive monitoring in preschool children fades with the calibration feedback. Studia Psychologica, 60(2), 123-136.

Urban, K., & Urban, M. (2019). Improving the accuracy of the self-evaluation during on-screen self-regulated learning through calibration feedback. In INTED 2019: 13th International Technology, Education and Development Conference. Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres. - Valencia, Spain: IATED Academy, 9002-9007.

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Urban, K., Urban, M. Effects of performance feedback and repeated experience on self-evaluation accuracy in high- and low-performing preschool children. Eur J Psychol Educ 36, 109–124 (2021). https://doi.org/10.1007/s10212-019-00460-6

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