Examining the effects of process feedback on high school students’ shifts in self-regulated learning and mathematics performance
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Gonzales, Gabrielle.
Examining the effects of process feedback on high school students’ shifts in self-regulated learning and mathematics performance. Retrieved from
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TitleExamining the effects of process feedback on high school students’ shifts in self-regulated learning and mathematics performance
Date Created2017
Other Date2017-05 (degree)
Extent1 online resource (xi, 193 p. : ill.)
DescriptionThe current dissertation experimentally examined the differential effects of two types of process feedback (i.e., externally provided process feedback [EXPF] and self-recorded process feedback [SRPF] relative to an outcome feedback only condition across measures of mathematics achievement and self-regulated learning (SRL). Using a sample of 60 suburban high school students (i.e., 9th through 11th grade), the author also investigated shifts in students’ SRL processes throughout the mathematical problem-solving (MPS) practice activity. All participants received identical MPS strategy instruction before the practice session and were provided with outcome feedback about their performance on practice mathematics problems; the two experimental groups received the additional manipulation of process feedback (i.e., either EXPF or SRPF). SRL was measured through microanalytic questions that examined students’ forethought and performance control phase processes (i.e., self-efficacy, goal setting, strategic planning and strategy use) during an MPS practice session. Math achievement was measured using three MPS problems during a practice session, as well as via the MPS posttest. MPS problems were created in collaboration with an Algebra II teacher at the target high school to ensure appropriate difficulty level and to identify the specific strategies needed to complete these problems. Procedures for providing SRPF and EXPF were established by prior research (Cleary, Zimmerman, & Keating, 2006; Schunk & Swartz, 1993). Analysis of variance was utilized to assess group differences in SRL and mathematics measures among SRPF, EXPF, and control conditions. In contrast to hypotheses, the feedback manipulation did not result in significant group differences in SRL or MPS performance, nor in shifts in students’ SRL processes within a given group. The author provided several possible reasons for lack of significant findings, including the strength of the feedback manipulation, the difficulty level of the mathematics problems, and duration of the practice session. Despite the null findings, this study has important implications regarding the key parameters needed for process feedback to exert positive effects during a complex academic task. Recommendations for future research and implications for school psychologists are emphasized.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Gabrielle Gonzales
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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