Negative feedback lowered math self-concept indirectly via enjoyment and hope; positive feedback raised it via hope¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Negative feedback had small significant negative indirect effects on math self-concept via enjoyment (β = -.05, p = .046) and hope (β = -.15, p = .001), with no direct effects of feedback on self-concept. → Van der Beek 2025 q3 i1 Positive feedback had a small positive indirect effect on math self-concept via hope (β = .07, p = .050). → Van der Beek 2025

Evidence¶

Van der Beek 2025¶

Van der Beek, J.P.J.; Van der Ven, S.H.G.; Van de Weijer-Bergsma, E.; Kroesbergen, E.H. (2025). How feedback affects emotions, performance and self-concept in mathematics. Learning and Instruction 99, 102169. https://doi.org/10.1016/j.learninstruc.2025.102169

q3 · i0 · causal · r2

Model 2 of the randomized path analysis (n = 219), with math self-concept (PISA-2003-derived scale, α = .91) as outcome: "no direct effects of feedback on math self-concept", but the printed indirect effects via enjoyment (β = .05) and hope (β = .15) as quoted, plus positive feedback via hope (β = .07).

"There were no direct effects of feedback on math self-concept, but the results did show small significant negative indirect effects of negative feedback via enjoyment (β = .05, SE = .03, p = .046) and hope (β = .15, SE = .05, p = .001) on math self-concept, and a small positive indirect effect of positive feedback via hope on math self-concept (β = .07, SE = .04, p = .050)."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it
• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Negative normative feedback lowered math performance indirectly via reduced hope — 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) — 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