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'Good' or 'well calculated'? Effects of feedback on performance and self-concept of 5- to 7-year-old children in math

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Berner, Valérie-Danielle ; Seitz-Stein, Katja ; Segerer, Robin ; Oesterlen, Eva ; Niklas, Frank:
'Good' or 'well calculated'? Effects of feedback on performance and self-concept of 5- to 7-year-old children in math.
In: Educational psychology. (22. November 2021).
ISSN 0144-3410 ; 1469-5820

Volltext

Volltext Link zum Volltext (externe URL):
https://doi.org/10.1080/01443410.2021.2001790

Kurzfassung/Abstract

In this quasi-experimental study, we investigated whether basic arithmetic skills and mathematical self-concept of young children can be influenced by feedback during an interactive session in which a game was played. German 5- to 7-year-old children (n = 79) played an adaption of the game House of Numbers six times, either in a specific or an unspecific feedback group, or they belonged to a passive control group. In a pre- and post-test design, children’s mathematical performance and self-concept were assessed twice. The results show that playing the game and receiving any feedback led to significantly greater gains in the acquisition of basic arithmetic skills than being in the passive control group. Children in the specific feedback group showed greater benefits. Children in all groups displayed very high mathematical self-concepts at pre-test, which they maintained in the specific and control groups but not in the unspecific feedback group.

Weitere Angaben

Publikationsform:Artikel
Sprache des Eintrags:Englisch
Institutionen der Universität:Philosophisch-Pädagogische Fakultät > Psychologie > Psychologie V - Lehrstuhl für Entwicklungs- und Pädagogische Psychologie
DOI / URN / ID:10.1080/01443410.2021.2001790
Open Access: Freie Zugänglichkeit des Volltexts?:Nein
Peer-Review-Journal:Ja
Verlag:Routledge, Taylor & Francis Group
Die Zeitschrift ist nachgewiesen in:
Titel an der KU entstanden:Ja
KU.edoc-ID:29204
Eingestellt am: 08. Dez 2021 17:31
Letzte Änderung: 31. Dez 2021 00:04
URL zu dieser Anzeige: https://edoc.ku.de/id/eprint/29204/
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