Formative feedback to transfer self-regulation of task-oriented reading strategies.
The study includes two experiments to analyse the effects of automatic formative feedback designed to promote the transfer of self-regulation of strategic decisions in task-oriented reading (e.g. answering questions from an available text). Secondary-school students read and answered multiple-choice...
| Publicado en: | Journal of Computer Assisted Learning Vol. 32; no. 4; pp. 314 - 332 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=117240956&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 117240956 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2016 vid: 32 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 117240956 117240956 117240956 10.1111/jcal.12134 117240956 ppf: 314 ppct: 18 formats: tig: atl: Formative feedback to transfer self-regulation of task-oriented reading strategies. aug: au: Llorens, A.C. Vidal‐Abarca, E. Cerdán, R. affil: University of Valencia, Valencia Spain sug: subj: Reading Feedback Self Regulation Students, High School Spain Human Task Performance and Analysis Female Male Child Adolescence Experimental Studies Decision Making Spain Child: 6-12 years Adolescent: 13-18 years Female Male ab: The study includes two experiments to analyse the effects of automatic formative feedback designed to promote the transfer of self-regulation of strategic decisions in task-oriented reading (e.g. answering questions from an available text). Secondary-school students read and answered multiple-choice comprehension questions from two texts having them available while receiving consistent feedback about their performance and strategic decisions. Then, they read a different text and answered questions also with the text available, but receiving no feedback. In Experiment 1, we tested two feedback procedures that differed in task conditions and the feedback information associated to these conditions. The most effective was a procedure that forced students to select relevant text information to answer each question and provided accurate feedback based on that selection. Experiment 2was designed to disentangle the role played by the selection task from that played by the feedback provided. We found that the two components contribute to transfer the self-regulation strategies, although each one has a specific role for different strategies. Theoretical and practical implications of the studies are discussed. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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