The Effects of Age, Control Beliefs, and Feedback on Self-Regulation of Reading and Problem Solving

The authors examined the effects of adult age and control beliefs on self-regulatory responses to feedback using a false-feedback paradigm. Young and older adults read and attempted to solve a series of problems and periodically received either high- or low-performance feedback. Self-regulatory proc...

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Veröffentlicht in:Experimental aging research Jg. 36; H. 1; S. 40 - 63
Hauptverfasser: Soederberg Miller, Lisa M., West, Robin L.
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Philadelphia, PA Taylor & Francis Group 01.01.2010
Taylor & Francis
Taylor & Francis Ltd
Schlagworte:
Adolescent
Adult
Adult. Elderly
Adults
Age
Age differences
Age effects
Age groups
Aged
Aged, 80 and over
Aging - physiology
Aging - psychology
Analysis of Variance
Attention
Attention - physiology
Belief & doubt
Beliefs
Biological and medical sciences
Developmental psychology
Expectations
Feedback
Feedback, Psychological
Fundamental and applied biological sciences. Psychology
Humans
Internal-External Control
Knowledge of Results, Psychological
Locus of control
Middle Aged
Older people
Problem solving
Problem Solving - classification
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Regulation
Self control
Self Efficacy
Self regulation
Sense of control
Young Adult
Young adults
Human
Reading
Language
Young adult
Problem solving
Feedback regulation
Self regulation
Cognition
Experimental study
Elderly
Age
Perceived control
ISSN:0361-073X, 1096-4657, 1096-4657
Online-Zugang:Volltext
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Zusammenfassung:The authors examined the effects of adult age and control beliefs on self-regulatory responses to feedback using a false-feedback paradigm. Young and older adults read and attempted to solve a series of problems and periodically received either high- or low-performance feedback. Self-regulatory processes were assessed in terms of task-specific beliefs consisting of self-efficacy and performance expectations as well as degree of attention allocated to reading the mysteries. Results showed that high-performance feedback increased self-efficacy and performance expectations relative to low-performance feedback and that these effects were comparable across levels of preexisting control beliefs and across age groups. However, the effects of feedback on attention were moderated by age and preexisting control beliefs. Older adults in the high-performance feedback condition who had high levels of control beliefs allocated more attention to the text than did their low-control peers. These findings suggest that positive feedback may encourage older adults to engage more fully in a reading task, but only when they possess a strong sense of control.
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ISSN:0361-073X
1096-4657
1096-4657
DOI:10.1080/03610730903418380