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Metacognition and Learning

, Volume 5, Issue 2, pp 173–194 | Cite as

Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards

  • Andju Sara LabuhnEmail author
  • Barry J. Zimmerman
  • Marcus Hasselhorn
Article

Abstract

The purpose of this study was to examine the effects of self-evaluative standards and graphed feedback on calibration accuracy and performance in mathematics. Specifically, we explored the influence of mastery learning standards as opposed to social comparison standards as well as of individual feedback as opposed to social comparison feedback. 90 fifth grade students were randomly assigned to experimental and control groups. We conducted analyses for both the complete sample and an at-risk group of low performing students who overestimate their skills. Self-evaluative standards had no effect on calibration accuracy and performance. Students who received feedback were more accurate in their self-evaluative judgements than students who received neither type of feedback. In overconfident students, feedback additionally increased prediction accuracy and, albeit marginally, performance. We discuss the educational implications of our findings with respect to the relevance of standards and feedback for promoting self-regulated learning within regular classroom settings.

Keywords

Self-regulation Calibration Self-evaluative standards Feedback 

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Copyright information

© Springer Science + Business Media, LLC 2010

Authors and Affiliations

  • Andju Sara Labuhn
    • 1
    Email author
  • Barry J. Zimmerman
    • 2
  • Marcus Hasselhorn
    • 3
  1. 1.German Institute for International Educational Research, Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA)Frankfurt am MainGermany
  2. 2.The Graduate Center of the City University of NewYorkNewYork CityUSA
  3. 3.German Institute for International Educational ResearchFrankfurt am MainGermany

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