The Role Of Growth Mindset And Feedback In Retrieval Practice Strategy Selection

Retrieval practice,as an efficient learning strategy widely proven in previous studies,has not been widely used in actual learning processes.An important reason for the current situation is that participants need to put in a lot of mental effort in the process of using retrieval practice strategies,which subjectively leads them to believe that the effectiveness of the strategy is low,and therefore,they choose and use it less in the subsequent learning process.Research has shown that a growth mindset is beneficial for participants to accept tasks that require more mental effort and challenge.This study aims to first explore the role of growth mindset in selecting retrieval practice strategies.In addition,previous studies have found that providing feedback to participants(such as personal performance feedback or general feedback)can promptly correct their incorrect metacognitive judgments,thereby enabling them to choose more optimal learning strategies in the subsequent learning process.Therefore,this study will further explore the effects and mechanisms of the combination of growth mindset and feedback.A total of 73 subjects were selected in the study 1,adopting 2(mindset: growth mindset vs fixed mindset)× 2(learning condition: retrieval practice vs restudy)mixed experimental design;Among them,mindset is between-subjects factor,and learning condition is within-subjects factor;The dependent variables are mental effort,judgment of learning,utility perception,test performance,and strategy selection.By inducing the growth mindset of the participants in the growth mindset group,they were more likely to adopt a growth mindset during the experimental process compared to the fixed mindset group.The results showed that there is no significant difference in the mental effort experienced by individuals with different mindsets during strategy use,and no significant difference in the effectiveness evaluation of the strategy itself.Furthermore,in the subsequent strategy selection process,the difference in strategy selection was also not significant.In study 2,181 subjects were selected and adopted 2(mindset: growth mindset vs fixed mindset)× 3(feedback type: individual performance feedback vs general feedback vs no feedback)× 2(learning condition: retrieval practice vs restudy)mixed experimental design;Among them,mindset and feedback type are between-subjects factor,and learning condition is within-subjects factor;The dependent variable is the same as study 1.The results showed that compared to the condition without feedback,participants who received different types of feedback significantly chose retrieval practice strategies to help improve their academic performance during the strategy selection stage;In addition,when individuals maintain a growth mindset,they tend to choose more retrieval practice strategies under general feedback conditions,indicating the promoting effect of a growth oriented mindset on the selection of extraction practice strategies under certain conditions.The results of this study indicate that compared to mindset,feedback is more effective in promoting learners to choose positive learning strategies,as feedback can correct incorrect metacognition.The research results provide a theoretical basis for elucidating the current situation and formation mechanism of poor use of retrieval practice strategies,and also have important implications for teachers to guide students in choosing positive learning strategies during the teaching process.