During feedback provision, both content-specific support (g = 0.48) and generic support (g = 0.55) positively affect peer-feedback processes and outcomes, with no significant difference between them¶
Claim · All claims
Evidence · 1 study (3 entries) · quant-synthesisr?·q4·i2medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i2 Content-specific support during feedback provision has a positive effect vs. no support (g = 0.48). → Hornstein 2025
q4 i2 Generic support during feedback provision has a positive effect vs. no support (g = 0.55). → Hornstein 2025 (2)
q4 i? The effect sizes of content-specific and generic support during feedback provision do not differ significantly from each other (F(1, 3.84) = 0.14, p = 0.72). → Hornstein 2025 (3)
Evidence¶
Hornstein 2025¶
Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2025). Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10017-3
q4 · i2 · quant-synthesis · r?
Meta-analysis of 20 studies (k = 99 effect sizes) for content-specific support during feedback provision: g = 0.48, 95% CI [0.09, 0.87], p < 0.05 (Table 3).
"Regarding RQ3b, we found small to medium-sized positive effects for content-specific and generic support during the feedback provision phase compared to peer-feedback without instructional support during the feedback provision phase."
Hornstein 2025 (2)¶
Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2025). Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10017-3
q4 · i2 · quant-synthesis · r?
Meta-analysis of 13 studies (k = 79 effect sizes) for generic support during feedback provision: g = 0.55, 95% CI [0.26, 0.83], p < 0.01 (Table 3).
"Regarding RQ3b, we found small to medium-sized positive effects for content-specific and generic support during the feedback provision phase compared to peer-feedback without instructional support during the feedback provision phase."
Hornstein 2025 (3)¶
Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2025). Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10017-3
q4 · i? · quant-synthesis · r?
Meta-regression comparison of content-specific vs. generic support effects during feedback provision found no significant difference (F(1, 3.84) = 0.14, p = 0.72).
"the effects regarding the comparisons between content-specific support during peer-feedback and peer-feedback without instructional support on the one hand and generic support during peer-feedback and peer-feedback without instructional support on the other hand were not significantly different from each other during the feedback provision phase (F(1, 3.84) = 0.14, p = 0.72)"
Discussion¶
Related Claims¶
- During feedback provision, content-specific support improves feedback provision quality (g = 0.75) but not knowledge, while generic support improves both provision quality (g = 0.70) and subject-matter-related knowledge (g = 0.55) — related
- Feedback provision support has a positive medium-sized effect (g = 0.51) whereas feedback reception support shows no significant effect — a broader claim this one bears on
- Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge — a broader claim this one bears on
- Feedback provision support improves quality of feedback provision (g = 0.72) and quality of feedback reception (g = 0.69) but not subject-matter-related knowledge — a broader claim this one bears on
- Neither content-specific nor generic support during feedback reception shows significant effects on feedback reception quality or subject-matter-related knowledge, but the evidence base is too small to interpret — related
- Feedback has a medium overall effect on student learning (d = 0.48 after outlier removal) with substantial heterogeneity — related
- Meta-analysis yields a lower feedback effect (d = 0.48) than the Visible Learning meta-synthesis (d = 0.79), with three synthesized values overestimated — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
content-specific-and-generic-provision-support-both-effective |
title |
During feedback provision, both content-specific support (g = 0.48) and generic support (g = 0.55) positively affect peer-feedback processes and outcomes, with no significant difference between them |
description |
During feedback provision, both content-specific support (g = 0.48) and generic support (g = 0.55) positively affect peer-feedback processes and outcomes, with no significant difference between them |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
3 — hornstein-2025, hornstein-2025-2, hornstein-2025-3 |
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