How feedback affects emotions, performance and self-concept in mathematics

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-06-09 DOI:10.1016/j.learninstruc.2025.102169

Jojanneke P.J. Van der Beek , Sanne H.G. Van der Ven , Eva Van de Weijer-Bergsma , Evelyn H. Kroesbergen

{"title":"How feedback affects emotions, performance and self-concept in mathematics","authors":"Jojanneke P.J. Van der Beek , Sanne H.G. Van der Ven , Eva Van de Weijer-Bergsma , Evelyn H. Kroesbergen","doi":"10.1016/j.learninstruc.2025.102169","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Most feedback that students receive is based on their relative performance to others, but this normative type of feedback has potentially detrimental effects on students’ emotions, performance and self-concept. The effects of feedback may differ depending on student characteristics.</div></div><div><h3>Aims</h3><div>The aims were to investigate the effects of normative feedback on math anxiety, anger, enjoyment and hope and subsequent math performance and self-concept, and the moderating role of students’ prior math achievement and self-concept.</div></div><div><h3>Sample</h3><div>The sample consisted of 219 sixth-grade students (<em>M</em><sub>age</sub> = 12.1 years) from seven urban primary schools in the Netherlands.</div></div><div><h3>Method</h3><div>Students were matched on their prior mathematical achievement and then randomly received either positive, negative or no feedback on a math test. Directly after the feedback, achievement emotions were assessed with an adapted version of the Achievement Emotions Questionnaire (Pekrun et al., 2005), and students solved six math word problems. Before and after the experiment, math self-concept was measured with a questionnaire.</div></div><div><h3>Results</h3><div>Negative normative feedback led to higher math performance, but also to more math anxiety and less enjoyment and hope in math. Negative feedback also indirectly lowered math performance by decreasing hope, and lowered math self-concept by reducing feelings of enjoyment and hope. Positive feedback indirectly increased math self-concept by increasing feelings of hope. The impact of positive normative feedback on math performance and self-concept further differed by students’ prior math achievement and self-concept.</div></div><div><h3>Conclusions</h3><div>Educational professionals should be aware of the effects of normative feedback on students’ achievement emotions and self-concept.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102169"},"PeriodicalIF":4.7000,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475225000933","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Background

Most feedback that students receive is based on their relative performance to others, but this normative type of feedback has potentially detrimental effects on students’ emotions, performance and self-concept. The effects of feedback may differ depending on student characteristics.

Aims

The aims were to investigate the effects of normative feedback on math anxiety, anger, enjoyment and hope and subsequent math performance and self-concept, and the moderating role of students’ prior math achievement and self-concept.

Sample

The sample consisted of 219 sixth-grade students (M_age = 12.1 years) from seven urban primary schools in the Netherlands.

Method

Students were matched on their prior mathematical achievement and then randomly received either positive, negative or no feedback on a math test. Directly after the feedback, achievement emotions were assessed with an adapted version of the Achievement Emotions Questionnaire (Pekrun et al., 2005), and students solved six math word problems. Before and after the experiment, math self-concept was measured with a questionnaire.

Results

Negative normative feedback led to higher math performance, but also to more math anxiety and less enjoyment and hope in math. Negative feedback also indirectly lowered math performance by decreasing hope, and lowered math self-concept by reducing feelings of enjoyment and hope. Positive feedback indirectly increased math self-concept by increasing feelings of hope. The impact of positive normative feedback on math performance and self-concept further differed by students’ prior math achievement and self-concept.

Conclusions

Educational professionals should be aware of the effects of normative feedback on students’ achievement emotions and self-concept.

查看原文本刊更多论文

反馈如何影响数学中的情绪、表现和自我概念

学生收到的大多数反馈都是基于他们与他人的相对表现，但这种规范性的反馈对学生的情绪、表现和自我概念有潜在的有害影响。反馈的效果可能因学生的特点而异。目的探讨规范性反馈对数学焦虑、愤怒、享受和希望、数学成绩和自我概念的影响，以及学生数学成绩和自我概念的调节作用。样本由来自荷兰七所城市小学的219名六年级学生（年龄为12.1岁）组成。方法将学生的数学成绩进行匹配，然后在数学测试中随机获得正反馈、负反馈和无反馈。在反馈后，直接使用改编版的成就情绪问卷（Pekrun et al., 2005）评估学生的成就情绪，并解决6个数学单词问题。实验前后分别用问卷测量数学自我概念。结果消极的规范性反馈导致数学成绩提高，但也会增加数学焦虑，减少对数学的享受和希望。消极反馈通过减少希望间接降低数学成绩，通过减少快乐和希望间接降低数学自我概念。积极的反馈通过增加希望的感觉间接地增加了数学自我概念。积极规范反馈对数学成绩和自我概念的影响因学生的数学成绩和自我概念的不同而存在差异。结论教育专业人员应注意规范性反馈对学生成就情绪和自我概念的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.