| Self-regulated learning includes the metacognitive decisions of which items to study, in which order, and how much time to allocate to each item. Performance feedback can be beneficial to the learner and can influence the way individuals allocate their study-time. The present experiment explored how the placement and type of feedback influenced participants' metacognitive awareness, selection of items for restudy, selection order, study-time allocation, and subsequent recall performance. Participants (N = 183) received feedback across two trials in a Chinese learning task. The placement of the feedback was manipulated to be item-level, global, or both with half of the participants receiving additional information about the difficulty level of the items and a control group which received no feedback. We expected participants assigned to conditions with more proximal and informative feedback to have improved self-regulated learning. The results provided mixed support for the hypotheses indicating that feedback may have a more intricate and complex relationship with self-regulated learning.;Keywords: Study-time allocation, feedback, item difficulty, metacognition... |
