The goal of this study was to examine the effects of adaptive online feedback on self-regulated learning, motivation, and achievement. University students (N = 257) participated in an experimental field study with an intensive longitudinal design (daily assessment over 30 days). The experiment included a between-subject and a within-subject manipulation. The target of the feedback intervention was varied between subjects: Students either received (1) feedback on metacognitive aspects, (2) feedback on motivational aspects, (3) feedback on metacognitive and motivational aspects, (4) or no feedback. Within the three feedback groups, we additionally varied feedback content from day to day within-subjects. Students either received (1) informative feedback on self-regulated learning (2) directive feedback including only a strategy suggestion, (3) transformative feedback including feedback on self-regulated learning and a strategy suggestion, (4) or – on some days – no feedback. Results revealed that informative, directive, and transformative informative feedback reduced students' procrastination and improved daily self-monitoring, adherence to time schedules, and goal achievement compared to receiving no feedback. Informative and transformative feedback additionally improved planning strategies and concentration. Motivation and self-efficacy were unaffected by any kind of feedback. The positive effects of the intervention were most pronounced when students received feedback on metacognitive and motivational aspects. Moreover, students in the feedback groups achieved better grades in the examinations compared students in the control group. Together, results indicate that the feedback intervention effectively improved students' self-regulated learning and achievement. We discuss differential effectiveness of the feedback depending on feedback content.

本研究的目的是检验自适应在线反馈对自我调节学习、动机和成就的影响。大学生（N = 257) 参加了一项具有密集纵向设计的实验性现场研究（30 天内的每日评估）。该实验包括受试者之间和受试者内的操作。反馈干预的目标因科目而异：学生要么收到（1）元认知方面的反馈，（2）动机方面的反馈，（3）元认知和动机方面的反馈，（4）或没有反馈。在三个反馈组中，我们还每天在受试者内改变反馈内容。学生要么收到（1）关于自我调节学习的信息反馈（2）指导性反馈，仅包括策略建议，（3）变革性反馈，包括关于自我调节学习的反馈和策略建议，（4）或者 - 在某些日子 -没有反馈。结果显示，与没有收到反馈相比，信息性、指导性和变革性信息反馈减少了学生的拖延，并改善了日常自我监控、遵守时间表和目标实现。信息丰富和变革性的反馈进一步提高了规划策略和注意力。动机和自我效能不受任何反馈的影响。当学生收到关于元认知和动机方面的反馈时，干预的积极效果最为明显。此外，反馈组的学生与对照组的学生相比，在考试中取得了更好的成绩。总之，结果表明反馈干预有效地提高了学生的自我调节学习和成就。