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Dynamic Potential of Feedback in Self-Regulated Learning and Motivation of Children with Mathematical Learning Difficulties

Linda Salihu orcid id ; Department of Pedagogy, University of Prishtina
Mikko Aro ; Department of Education, Special Education, University of Jyväskylä, Finland
Pekka Räsänen ; Niilo Mäki Institute, Finland

Puni tekst: engleski pdf 466 Kb

str. 111-129

preuzimanja: 768



The present study was designed to examine the effects of feedback conditions on learning and motivation of children identified with mathematical learning difficulties (MLDs). The performance of 76 fifth grade children on computational math skills and related task motivation was assessed. The groups of children were randomly assigned to one of two treatment conditions: immediate corrective feedback or delayed conventional feedback on two occasions. Results showed that children performed significantly better when they were provided with the immediate corrective feedback than when they were provided with the delayed conventional feedback. The findings suggest that provision of the immediate corrective feedback also enhanced task motivation in children. In contrast, provision of the delayed conventional feedback had a negative impact on children’s task motivation and also on their performance in math. Moreover, the results indicated that in the long term, children’s subgroup (MLDs) and their previous math skills were powerful predictors of subsequent performance on a limited-time math task, whereas the change in task motivation did not contribute significantly to the same task.

Ključne riječi

immediate corrective feedback, delayed conventional feedback, mathematical learning difficulties, mathematical performance, task motivation

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Podaci na drugim jezicima: hrvatski

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