Accuracy of self-evaluation of competence. How is it affected through feedback in a computer-based arithmetic training?

Autor/inn/en	Narciss, Susanne; Körndle, Hermann; Dresel, Markus
Titel	Accuracy of self-evaluation of competence. How is it affected through feedback in a computer-based arithmetic training?
Quelle	Aus: Zumbach, Jörg (Hrsg.); Schwartz, Neil (Hrsg.); Seufert, Tina (Hrsg.); Kester, Liesbeth (Hrsg.): Beyond knowledge: the legacy of competence. Meaningful computer-based learning environments. Dordrecht: Springer (2008) S. 143-151 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-4020-8826-4; 978-1-4020-8826-1
DOI	10.1007/978-1-4020-8827-8_21
Schlagwörter	Kompetenz; Selbstevaluation; Beeinflussung; Lernpsychologie; Selbstbewusstsein; Selbsteinschätzung; Beeinflussung; Experiment; Schüler; Selbstbewusstsein; Lernpsychologie; Lernerfolg; Kompetenz; Selbsteinschätzung; Selbstevaluation; Schüler; Lernerfolg; Feedback; Experiment; Einflussfaktor
Abstract	This study investigates how performance, self-efficacy strength and self-evaluation bias and accuracy develop. The learning environment is for the training of arithmetic competences using the computer-based training MatheWarp. To compare the effects of different types of feedback, four training sessions with two versions of MatheWarp were provided. The first version consisted of exercises followed by performance feedback. The second version offered effort-attributions as part of the feedback. Forty eight fifth-graders from two classrooms were assigned to these two training conditions on the basis of their pre-test performance. A third fifth grade class (n=23) served as a control group and received no specific training. Performance, self-efficacy strength, self-evaluation bias and accuracy were measured before and after the training sessions. Results show a performance enhancement in the training groups, whereas performance did not change in the control group. However, self-efficacy strength decreased in the group that used the second version of MatheWarp and in the control group; it increased in the group that used the first version. Self-evaluation accuracy decreased significantly in the training groups, whereas it remained almost constant in the control group. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/3