The Impact Of The Difference Between Feedback And Expectation, And Emotion On Metamemory Monitoring And Control Of Pupils

Including monitoring and control, effective metamemory monitoring and control is the keyto efficient learning. As judgement of learning (JOL) is an important form of metamemorymonitoring, both mental resource allocation and the selection of learning strategies are mainforms of metamemory control. There is interaction between them. Recently, a variety offactors such as feedback and emotion was found had influence on metamemory monitoringand control. However, what affected the performance of pupils’ metamemory monitoring andcontrol is still not clear. By establishing a difference between feedback and expectation oflearning performance, this study tried to explore the impact of the difference betweenfeedback and expectation, and emotion on metamemory monitoring and control of pupilsfrom4th-6thgrade in the same learning tasks.In this study, moderate associational word pairs were used and3experiments wereincluded.The purpose of experiment1was to explore the impact of feedback and the change ofemotion during studying on follow-up learning. The difference between manipulated rankfeedback and pupils’ expectation (aggregate JOLs and rank expectation) was established toinduce the change of emotion in experiment2and3. In experiment2, dual task paradigm wasused to explore the influence of difference between feedback and expectation on pupils’mental resource allocation in follow-up learning, the role emotion played in it, and furtherverify the results of experiment1as well. Pupils were required to select learning strategiesafter feedback was provided in experiment3to explore the effect of the difference andemotion on pupils’ strategies selection, and how learning strategies influenced their aggregateJOLs in follow-up learning process. The results show that:(1) The provision of correct response feedback does good to the improvement of follow-uplearning performance. The provision of accuracy feedback could improve pupils’ accuracy ofaggregate JOLs.(2) In several rounds of learning，the magnitude of JOLs in follow-up learning processinfluenced not only mainly by previous JOLs and learning performance, but also by the typeof feedback, the difference between feedback and expectation, emotion, current learning.(3) Testing could reduce pupils’ emotion level. The difference between feedback andexpectation could induce the change of emotion significantly. (4) The difference between feedback and expectation, and emotion could affect pupils’mental resource allocation and learning strategies choices.(5) The difference between feedback and expectation, the perception of strategies’effectiveness, and emotion could effect pupils’ adjustment of strategies.(6) Emotion influences learning outcome mainly by effecting pupils’ mental resourceallocation and learning strategies choices in follow-up learning process.