How Feedback Can Affect Metacomprehension and the Decision to Progress

Autor/inn/en	Wright, Daniel B.; Wolff, Sarah M.
Titel	How Feedback Can Affect Metacomprehension and the Decision to Progress
Quelle	In: Journal of Cognitive Education and Psychology, 21 (2022) 2, S.182-196 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
Schlagwörter	Adults; Feedback (Response); Scores; Metacognition; Self Concept; Comprehension; Knowledge Level; Evaluation; Self Evaluation (Individuals); Decision Making; Beliefs + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstkonzept; Verstehen; Verständnis; Wissensbasis; Evaluierung; Decision-making; Entscheidungsfindung; Belief; Glaube
Abstract	How much people believe that they understand information, so-called metacomprehension, is important for education. This ability to discriminate between well-learned versus not well-learned information is important to allow the student to decide which areas need further understanding. Feedback can affect metacomprehension and is important for guiding student self-regulated learning. The effects of taking an assessment and finding out the score on self-rated understanding, interest, and knowledge were measured. Participants sampled via MTurk were randomly allocated to one of three groups using Qualtrics in-built randomizer, with the restriction of equal numbers in conditions. The three groups were asked metacomprehension questions: (a) after reading a passage but before taking an assessment (Pre-Test group); (b) after taking an assessment but before being told their score (Post-Test group); and (c) after hearing their score (Post-Feedback group). Responses for understanding and interest substantially decreased between those asked these questions before receiving the feedback versus those asked after receiving the feedback. These self-ratings were also used to predict scores on a later assessment and were similar in their diagnostic value for all conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01