Use false feedback paradigms with random assignment to disentangle feedback effects from ability effects in self-regulation research¶

Strategy · All strategies
Evidence · 5 claims (3 for, 2 mixed) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

Because feedback is typically based on actual performance and performance is related to ability, feedback type and ability are often confounded. The article recommends the false feedback paradigm as a methodological tool: "The false feedback paradigm used in the present study allowed us to more systematically evaluate the role of feedback in self-regulation while holding constant (within age group) pre-existing beliefs and cognitive ability." Practitioners and researchers can implement this by randomly assigning learners to receive fabricated high- or low-performance feedback, then measuring self-regulatory responses such as beliefs and attention.

Design Implications¶

Context¶

Requirements¶

• A manipulation check confirming participants accept the feedback as veracious
• Debriefing so participants understand the nature of the false feedback

Constraints¶

• The article notes that feedback can take many forms (process-specific, performance-specific, goal-related, advisory) and each form presumably elicits different self-regulatory responses; the general percentile feedback used here is one variant

Target Learners¶

• adult learners
• younger adults
• older adults

Target Learning Goals¶

• self-regulated learning
• response to performance feedback

Claims¶

• The false feedback manipulation successfully altered performance beliefs: the high-PFB group rated their performance higher relative to age peers than the low-PFB group [+W]
• Feedback effects on attention to conceptual integration are moderated by age and control beliefs: only older adults with high control beliefs allocate more attention after high-performance feedback [~W]
• High-performance feedback increases performance expectations more than low-performance feedback, with additive effects of age and control beliefs [+W]
• High-performance feedback increases self-efficacy more than low-performance feedback, with comparable effects across younger and older adults [+W]
• Problem solving accuracy showed age-related declines but no significant main effect of feedback; a marginal Age × Feedback interaction reflected age differences only within the high-PFB group [~W]

Related Strategies¶

Examples¶

-

Key Sources¶

• Soederberg Miller, L. M., & West, R. L. (2010). The Effects of Age, Control Beliefs, and Feedback on Self-Regulation of Reading and Problem Solving. Experimental Aging Research, 36(1), 40-63. https://doi.org/10.1080/03610730903418380