反馈科学的复兴？回顾和重新构想反馈研究方法

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2025-09-18 DOI:10.1016/j.cedpsych.2025.102414

Carlton J. Fong

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引用次数: 0

摘要

接受表现或教学反馈是学习环境的一个基本特征，也是教育心理学领域中似乎无处不在的话题。在这篇特刊《教育心理学中的反馈研究进展：反馈过程和有效性决定因素的洞察》的评论中，我批判性地审视了反馈研究的关键方法论维度，包括结果测量的性质、分析单元和该领域常用的研究设计。然后，我对反馈科学的显著进步进行了反思，借鉴了本期特刊中各种研究的方法论见解。最后，我提出了教育反馈研究的未来方向，并鼓励更多地关注反馈科学中的社会动态、文化和批判性。在这样做的过程中，我提倡一种新的学术议程——反馈科学的潜在“复兴”——包含更细微的、基于上下文的、理论上知情的方法来理解当代教学、学习和评估环境中的反馈过程。

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A renaissance in feedback science? Reviewing and reimagining feedback research methods

Receiving performance or instructional feedback is an essential feature of learning environments and a seemingly omnipresent topic in the field of educational psychology. In this commentary for the special issue “Advancing Feedback Research in Educational Psychology: Insights into Feedback Processes and Determinants of Effectiveness,” I critically examine key methodological dimensions of feedback research, including the nature of outcome measures, units of analysis, and research designs commonly employed in the field. I then offer reflections on notable advancements in feedback science, drawing on methodological insights from the diverse set of studies featured in this special issue. Finally, I propose future directions for feedback research in education and encourage greater attention paid to social dynamics, culture, and criticality in feedback science. In doing so, I advocate for a renewed scholarly agenda—a potential “renaissance” in feedback science—that embraces more nuanced, contextually grounded, and theoretically informed approaches to understanding feedback processes within contemporary teaching, learning, and assessment environments.

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.