Effects of performance feedback and repeated experience on self-evaluation accuracy in high- and low-performing preschool children

Abstract

Accurate self-evaluation leads to better regulation of learning and better performance in elementary school children and acts as a predictor of future academic success. The present study investigates the conditions under which preschoolers’ self-evaluation accuracy can be enhanced. In the empirical research, 111 children were assigned to one of four conditions: control group, group receiving performance feedback, group acquiring repeated experience of testing, and group obtaining both performance feedback and repeated experience. All the children performed the same analogical reasoning tasks and provided self-evaluation judgments. The overall effects of the performance feedback and repeated experience were significant; however, low performers benefited only from performance feedback, while high performers benefited from performance feedback as well as repeated experience.