The role of feedback on children’s self-regulated learning: a meta-analysis

Thesis

Self-regulated learning (SRL) is a relatively new concept in education that is associated with self-regulatory abilities, and one of the factors that influence SRL is feedback. Individual studies examined the role of feedback and interventions in SRL separately, while the intersection of the two was less researched. In the meta-analysis, studies from the past decade (2014-1/6/2024) were chosen from 4 databases with feedback interventions, clear quantitative measurement as the learning outcomes for effect size calculation, and specific testing subjects such as academic subjects or reasoning skills (n = 23, k = 38). Coding of feedback type highlighted the role of SRL using adopted previous frameworks. To investigate the effect of task subjects and length of intervention as moderators, a comprehensive meta-analysis was conducted. Results indicated a call for better categorization for feedback type and a standardized measurement for learning performance. For practical teaching purposes, appropriate feedback for each age group and academic subject is recommended.

Authors: Gu, J

• DOI: 10.5287/ora-7egpegx6b
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: SRL; RDM; meta-analysis; self-regulated learning; self-regulation; feedback; RDM2024
• Subjects: Feedback control systems--Dynamics; Education; Self-managed learning; Meta-analysis