Different forms of feedback within a single ALT play distinct, phase-specific roles in SRL, with directive feedback appearing helpful before but not after task engagement¶
Claim · All claims
Evidence · 1 study · associationalr1·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Directive feedback marginally reduced the negative effect of anger in the pre-actional-to-actional transition but marginally weakened the positive satisfaction–hope link in the post-actional-to-pre-actional transition. → Mathias Mejeh 2026
q3 i? Informative feedback showed no impact on regulation before task engagement but marginally reduced anger and strengthened the satisfaction–planning link after task engagement. → Mathias Mejeh 2026
Evidence¶
Mathias Mejeh 2026¶
Mathias Mejeh, Yvonne M. Fromm (2026). Fostering self-regulated learning through adaptive learning technology: A differentiated perspective on the role of feedback. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2026.102394
q3 · i? · associational · r1
Interpretation of marginally significant interaction trends (p < .10) across the two phase transitions in the HLM analyses. The authors conclude that "even within a single ALT, different forms of feedback can play distinct, phase-specific roles in SRL," consistent with prior work contrasting dashboards with strategy prompts.
"Thus, our findings highlight that, even within a single ALT, different forms of feedback can play distinct, phase-specific roles in SRL."
Discussion¶
Related Claims¶
- No statistically significant interaction effects between satisfaction and adaptive feedback on the subsequent pre-actional phase; only marginal trends emerged (H4 not supported) — related
- Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
- The SRL and SAL perspectives on student motivation and learning differ, and the article discusses those differences — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
phase-specific-roles-of-feedback-forms |
title |
Different forms of feedback within a single ALT play distinct, phase-specific roles in SRL, with directive feedback appearing helpful before but not after task engagement |
description |
Different forms of feedback within a single ALT play distinct, phase-specific roles in SRL, with directive feedback appearing helpful before but not after task engagement |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-12 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mathias-mejeh-2026 |
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