The effect of feedback valence on expected effort required is fully mediated by self-efficacy (Experiments 1 and 2) and threat (Experiment 1)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Path models showed the significant effects of feedback condition on expected effort required were fully explained by the conditions' effects on self-efficacy and threat. → Tamara van Gog 2024

Evidence¶

Tamara van Gog 2024¶

Tamara van Gog, Eva Janssen, Florence Lucas, Maaike Taheij (2024). A Motivational Perspective on (Anticipated) Mental Effort Investment: The Biopsychosocial Model of Challenge and Threat. Educational Psychology Review (2024) 36:54. https://doi.org/10.1007/s10648-024-09861-6

q3 · i? · causal · r2

Path model analyses (Fig. 1, bootstrapped indirect effects with 5000 samples) tested how feedback condition affected self-efficacy, challenge, and threat, and how these related to expected effort. The article reports full mediation as quoted.

"the models on expected effort required showed that the significant effects of feedback condition were fully mediated by self-efficacy (in both Experiments) and threat (in Experiment 1). In other words, the differences between conditions in expected effort required were fully explained by the effects of the conditions on self-efficacy and threat (Experiment 1)."

Discussion¶

Related Claims¶

• With reduced construct overlap and a no-feedback control, feedback did not significantly affect challenge (Experiments 3 and 4), and negative feedback raised expected effort required only in Experiment 3 — related
• Feedback valence affects post-task self-efficacy, challenge, and threat: negative feedback lowers self-efficacy and challenge and raises threat (Experiments 1 and 2) — related
• Feedback valence does not directly affect willingness to invest effort, but has significant indirect effects via challenge and threat pointing in opposite directions (all four experiments) — related
• In the absence of feedback, self-efficacy after problem solving was not associated with invested, expected, or willingness-to-invest effort, and threat was not associated with any effort measure (Experiments 3 and 4) — related
• Predominantly negative feedback leads students to expect a next round of problems will require more effort than predominantly positive feedback (Experiments 1 and 2) — related
• Negative performance feedback raises expected future mental effort and affects perceived effort and willingness to invest effort via challenge and threat (van Gog et al., 2024) — possibly the same claim (merge candidate)