The effectiveness of types of descriptive metacognitive feedback on hardiness, academic self-efficacy, and motivational self-regulation of elementary school students

Authors

1 Master's Degree, Primary Education, Farhangian University, Nasibah Tehran Campus, Tehran, Iran.

2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

3 Assistant Professor educational psychology, Education Research Institute, Tehran, Iran

Abstract

Metacognitive feedback, as the key to learning, has an unparalleled role and is a powerful tool in the individual and social development of individuals and acts exactly like a mirror. It shows blind spots and helps individuals become better versions of themselves. Therefore, given the importance of this issue, the present study was conducted with the aim of the effectiveness of various types of descriptive metacognitive feedback on hardiness, academic self-efficacy, and motivational self-regulation of school students.

Methods: The present study was applied in terms of purpose and quasi-experimental in terms of methodology with a pre-test-post-test design with a control group. The research population included all fifth-grade elementary school students Tehran in the academic year 1403-1404, from which two classes of 70 were selected using a multi-stage cluster method and randomly assigned to two experimental groups (35 students) and a control group (35 students). Then, Kobasa (1979) hardiness Questionnaires; Jink and Morgan's (1999) Academic Self-Efficacy; and Wolters' (2003) Motivational Self-Regulation were administered to both experimental and control groups in two stages: pre-test and post-test. The data were analyzed using SPSS25 software and the analysis of covariance statistical method.

Findings: The results of the study showed that there was a significant difference between the mean post-test scores of the experimental and control groups in the variables of hard work, academic self-efficacy, and motivational self-regulation (P<0.05). As a result, the use of metacognitive descriptive feedback has a significant effect on increasing hard work, academic self-efficacy, and motivational self-regulation of elementary school students.

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History

  • Receive Date: 03 May 2025
  • Revise Date: 12 June 2025
  • Accept Date: 02 October 2025
  • First Publish Date: 02 October 2025
  • Publish Date: 22 June 2025

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