Work

The role of feedback and working memory for goal-related monitoring and goal revision

Year: 2025

Type: article

Abstract: Goal revision in response to performance feedback is a highly important self-regulatory process. A central requirement for goal revision is the ability of learners to accurately judge their performance relative to their goals, i.e., goal-related monitoring. However, the determinants of accurate goal-related monitoring and goal revision remain poorly understood. School children may have particular difficulties in accurately monitoring their goals and performance and revising their goals accordingly. The study (1) examined the determinants of accurate goal-related monitoring and adaptive goal revision and (2) tested feedback as a means of promoting accurate goal-related monitoring and adaptive goal revision in elementary and early secondary school children. Eight-to eleven-year-old children ( n = 106) participated in the study. Children participated in a series of quizzes. They set performance goals before each task and then rated their performance. Children either received feedback on their goals and task performance (feedback condition), or they received no feedback (no feedback condition). Children generally overestimated their performance, especially those with lower working memory. Children in the feedback (vs. no feedback) condition (1) became more accurate in their goal-related monitoring and (2) revised their goals more adaptively over the course of the experiment. The results highlight the role of interindividual differences in working memory for goal-related monitoring and goal revision, and underscore the effectiveness of feedback in promoting these metacognitive skills. • Children with better working memory monitored goals and performance more accurately. • Feedback on goals and performance improved children's monitoring accuracy. • The more children exceeded their goal, the more they subsequently raised their goal. • The more children missed their goal, the more they subsequently lowered their goal. • This adaptive regulatory trend was more pronounced when children received feedback.

Source: Learning and Instruction

DOI: 10.1016/j.learninstruc.2025.102108

Authors: Maria Theobald, Garvin Brod

Institutions: Individual Development and Adaptive Education, Universität Trier, Goethe University Frankfurt, DIPF | Leibniz Institute for Research and Information in Education

Language: English

Topic: Innovative Teaching and Learning Methods

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,580