The 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.
Subject (authority = RUETD)
Topic
School Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_8128
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xi, 193 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Feedback (Psychology)
Subject (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching
Subject (authority = ETD-LCSH)
Topic
Academic achievement
Subject (authority = ETD-LCSH)
Topic
Motivation in education
Note (type = statement of responsibility)
by Gabrielle Gonzales
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.