Prior math self-concept moderated positive feedback on self-concept: positive feedback strengthened pre-existing self-concept¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Prior math self-concept moderated the positive-feedback-versus-control effect on post math self-concept (β = .16, p = .042): students with low prior self-concept reported lower self-concept after positive feedback than controls, while high prior self-concept students reported higher. → 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 · i1 · causal · r2

Interaction in Model 2 of the randomized path analysis (n = 219); the plot (Fig. 6 Panel B) shows positive feedback "seemed to strengthen students' pre-existing perceptions of their math competence", with low prior self-concept students scoring below controls.

"Model 2 also showed a significant interaction effect between prior math self-concept and positive feedback (i.e., the positive feedback group versus the control group) on post math self-concept, β = .16, SE = .08, p = .042."

Discussion¶

Learner Variables¶

• Academic Self-Concept — moderator: an instructional effect differs with it

Related Claims¶

• Sense of mathematics belonging predicts algebra learning, even after controlling for prior knowledge and background factors — 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