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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Vydané v:	Experimental aging research Ročník 36; číslo 1; s. 40 - 63
Hlavní autori:	Soederberg Miller, Lisa M., West, Robin L.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Philadelphia, PA Taylor & Francis Group 01.01.2010 Taylor & Francis Taylor & Francis Ltd
Predmet:	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
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Abstract	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.
AbstractList	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. 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. [PUBLICATION ABSTRACT] We 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 pre-existing control beliefs and across age groups. However, the effects of feedback on attention were moderated by age and pre-existing 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, however, only when they possess a strong sense of control. 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.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.
Author	West, Robin L. Soederberg Miller, Lisa M.
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SubjectTerms	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
Title	The Effects of Age, Control Beliefs, and Feedback on Self-Regulation of Reading and Problem Solving
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