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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60460709%3A41600%2F21%3A101360" target="_blank" >RIV/60460709:41600/21:101360 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s10212-019-00460-6" target="_blank" >https://link.springer.com/article/10.1007/s10212-019-00460-6</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10212-019-00460-6" target="_blank" >10.1007/s10212-019-00460-6</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION

ISSN

0256-2928

e-ISSN

0256-2928

Svazek periodika

36

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

16

Strana od-do

109-124

Kód UT WoS článku

000574083600001

EID výsledku v databázi Scopus

2-s2.0-85077600825