{"title":"反馈和工作记忆在目标相关监测和目标修订中的作用","authors":"Maria Theobald , Garvin Brod","doi":"10.1016/j.learninstruc.2025.102108","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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.</div></div><div><h3>Sample</h3><div>Eight-to eleven-year-old children (<em>n</em> = 106) participated in the study.</div></div><div><h3>Methods</h3><div>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).</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102108"},"PeriodicalIF":5.7000,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The role of feedback and working memory for goal-related monitoring and goal revision\",\"authors\":\"Maria Theobald , Garvin Brod\",\"doi\":\"10.1016/j.learninstruc.2025.102108\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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.</div></div><div><h3>Sample</h3><div>Eight-to eleven-year-old children (<em>n</em> = 106) participated in the study.</div></div><div><h3>Methods</h3><div>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).</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"97 \",\"pages\":\"Article 102108\"},\"PeriodicalIF\":5.7000,\"publicationDate\":\"2025-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475225000325\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/2/26 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475225000325","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/2/26 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The role of feedback and working memory for goal-related monitoring and goal revision
Background
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.
Aims
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.
Sample
Eight-to eleven-year-old children (n = 106) participated in the study.
Methods
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).
Results
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.
Conclusions
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.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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