Feedforward: practice scenarios and the impact on the cognitive motivation of primary-level students

Abstract

The study aims to assess the impact that the feedforward has on the cognitive motivation of students, at the level of expectations. Derived from this intention is the methodological design which has as its key approach an experimental path (including a questionnaire and a scale as instruments), completed by the observation method. This study complements thematic research, as the application of learning experiences adjusted by the principles of the feedforward clarifies students' expectations in several directions (towards assessments, communication, towards the teacher and the self). Furthermore, it outlines an autonomous motivational regime per the dictum `I go to school with pleasure` and fosters independent decisions on current issues, helping the student to anticipate his/ her outcome and the associated emotional taste of it. Also, the feedforward becomes an instructional routine that promotes meaningful learning and situational optimism (as an adaptive cognitive dimension), facilitating favorable resolutions of future tasks and foreshadowing transversal competencies oriented towards optimal/ transferable solutions; so, focusing on the process (on the road the child is on), the learner will practice argumentation that will guide him/ her in clarifying expectations and will successfully engage in reflective dialogue.