Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy
Although feedback is of high importance for the professional development of student teachers, the impact of (inadequate) feedback on their self-regulated learning is still unclear. In two studies with mathematics student teachers, we investigated how discrepancies between performance and feedback af...
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1391093/full |
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| author | Helen M. Ernst Anja Prinz-Weiß Jörg Wittwer Thamar Voss |
| author_facet | Helen M. Ernst Anja Prinz-Weiß Jörg Wittwer Thamar Voss |
| author_sort | Helen M. Ernst |
| collection | DOAJ |
| description | Although feedback is of high importance for the professional development of student teachers, the impact of (inadequate) feedback on their self-regulated learning is still unclear. In two studies with mathematics student teachers, we investigated how discrepancies between performance and feedback affected two important aspects of self-regulated learning—self-efficacy and self-assessment accuracy regarding mathematical content knowledge. In the first study, N = 154 student teachers studying mathematics completed a knowledge test on the Pythagorean theorem and received performance feedback that was either correct or manipulated to be more positive or more negative than actual performance. The results showed that feedback that exceeded performance resulted in higher self-efficacy than feedback that fell below performance. In contrast, self-assessment accuracy in a second test on the same content was not affected by the discrepancy between student teachers’ test performance and the feedback they received. In the second study, we used the think-aloud method with N = 26 participants to investigate the processes underlying the effects obtained in Study 1. We found that student teachers who had received overly positive feedback were more likely to report positive affect-related statements than participants who had received overly negative or correct feedback. At the same time, they based their self-assessments in the knowledge test more strongly on their monitoring of heuristic factors than on knowledge. The results indicate that overly positive feedback elicits positive motivational states in mathematics student teachers, but bears the risk that they neglect their knowledge as a basis for their self-assessments. |
| format | Article |
| id | doaj-art-af03d5196068498489afb3f12b00dcf4 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-af03d5196068498489afb3f12b00dcf42025-01-07T06:50:31ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-01-011510.3389/fpsyg.2024.13910931391093Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracyHelen M. Ernst0Anja Prinz-Weiß1Jörg Wittwer2Thamar Voss3Department of Educational Science, University of Freiburg, Freiburg, GermanyDepartment of Psychology, University of Education Karlsruhe, Karlsruhe, GermanyDepartment of Educational Science, University of Freiburg, Freiburg, GermanyDepartment of Educational Science, University of Freiburg, Freiburg, GermanyAlthough feedback is of high importance for the professional development of student teachers, the impact of (inadequate) feedback on their self-regulated learning is still unclear. In two studies with mathematics student teachers, we investigated how discrepancies between performance and feedback affected two important aspects of self-regulated learning—self-efficacy and self-assessment accuracy regarding mathematical content knowledge. In the first study, N = 154 student teachers studying mathematics completed a knowledge test on the Pythagorean theorem and received performance feedback that was either correct or manipulated to be more positive or more negative than actual performance. The results showed that feedback that exceeded performance resulted in higher self-efficacy than feedback that fell below performance. In contrast, self-assessment accuracy in a second test on the same content was not affected by the discrepancy between student teachers’ test performance and the feedback they received. In the second study, we used the think-aloud method with N = 26 participants to investigate the processes underlying the effects obtained in Study 1. We found that student teachers who had received overly positive feedback were more likely to report positive affect-related statements than participants who had received overly negative or correct feedback. At the same time, they based their self-assessments in the knowledge test more strongly on their monitoring of heuristic factors than on knowledge. The results indicate that overly positive feedback elicits positive motivational states in mathematics student teachers, but bears the risk that they neglect their knowledge as a basis for their self-assessments.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1391093/fullself-assessmentself-efficacyfeedbackSRLstudent teachersmetacognitive monitoring |
| spellingShingle | Helen M. Ernst Anja Prinz-Weiß Jörg Wittwer Thamar Voss Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy Frontiers in Psychology self-assessment self-efficacy feedback SRL student teachers metacognitive monitoring |
| title | Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy |
| title_full | Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy |
| title_fullStr | Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy |
| title_full_unstemmed | Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy |
| title_short | Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy |
| title_sort | discrepancy between performance and feedback affects mathematics student teachers self efficacy but not their self assessment accuracy |
| topic | self-assessment self-efficacy feedback SRL student teachers metacognitive monitoring |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1391093/full |
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