Feedback provision support has a positive medium-sized effect (g = 0.51) whereas feedback reception support shows no significant effect¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r1 · q4 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Support presented during the feedback provision phase has a significantly positive, medium-sized effect compared to peer-feedback without instructional support (g = 0.51). → Hornstein 2025 q4 i? Support presented during the feedback reception phase shows no significant effect (g = 0.19, p = 0.50), though this result is based on very few studies and is not interpretable. → Hornstein 2025 (2)

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 29 studies (k = 178 effect sizes) for feedback provision support: g = 0.51, 95% CI [0.24, 0.78], p < 0.001 (Table 3).

"Regarding RQ3a, we found a significantly positive, medium-sized effect of feedback provision support compared to peer-feedback without instructional support."

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 · i? · quant-synthesis · r1

Meta-analysis of only 3 studies (k = 14 effect sizes) for feedback reception support: g = 0.19, 95% CI [-0.83, 1.22], p = 0.50; degrees of freedom below 4 make the result non-interpretable per the authors.

"For feedback reception support, we found no significant effect. Yet, as only very few studies exist that investigated the effects of instructional support for feedback reception (as indicated by the low degrees of freedom), this result might not be robust once the evidence basis increases"

Discussion¶

Related Claims¶

• 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 — a narrower finding that bears on this claim
• 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) — a narrower finding that bears on this claim
• Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge — related
• 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 — related
• 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