High-performance feedback increases self-efficacy more than low-performance feedback, with comparable effects across younger and older adults¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2010 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? High-performance feedback was associated with higher self-efficacy at Time 2 than low-performance feedback, and this effect did not interact with age. → Soederberg Miller 2010

Evidence¶

Soederberg Miller 2010¶

Soederberg Miller, L. M., & West, R. L. (2010). The Effects of Age, Control Beliefs, and Feedback on Self-Regulation of Reading and Problem Solving. Experimental Aging Research, 36(1), 40-63. https://doi.org/10.1080/03610730903418380

q3 · i? · causal · r2

Hierarchical linear regression predicting Time 2 self-efficacy from feedback, age, and control beliefs in a false-feedback experiment with 37 younger and 58 older adults randomly assigned to feedback conditions. The article reports "A significant main effect of feedback, β = .62, p < .00" and an age effect of β = −.32, p < .001; no standardized effect size beyond the regression coefficients is printed.

"A significant main effect of feedback, β = .62, p < .00, indicated that high-PFB was associated with higher self-efficacy. Consistent with past research, there was a main effect of age, β = −.32, p < .001, showing that increased age was associated with lower self-efficacy."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Age negatively and education positively predict memory self-efficacy, and age negatively predicts memory performance — related
• The false feedback manipulation successfully altered performance beliefs: the high-PFB group rated their performance higher relative to age peers than the low-PFB group — related
• Feedback effects on attention to conceptual integration are moderated by age and control beliefs: only older adults with high control beliefs allocate more attention after high-performance feedback — related
• The achievement goal model's pattern of results holds for both younger and older adult age groups — related
• High-performance feedback increases performance expectations more than low-performance feedback, with additive effects of age and control beliefs — related
• Older adults set lower self-determined learning goals than younger adults — related
• Dispositional performance goals negatively predict memory self-efficacy in younger and older adults — related
• Random assignment to feedback conditions produced groups comparable in cognitive ability and control beliefs within each age group — related
• Fake social-comparative feedback combined with fictional malleability information successfully induces large changes in self-efficacy beliefs — possibly the same claim (merge candidate)
• Self-efficacy is moderately related to academic achievement but is more a product of past performance than a driver of future performance — related
• Problem solving accuracy showed age-related declines but no significant main effect of feedback; a marginal Age × Feedback interaction reflected age differences only within the high-PFB group — related
• Dispositional learning goals positively predict memory self-efficacy in younger and older adults — related
• Older students show weaker social comparison effects but stronger dimensional comparison effects than younger students — related