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¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Content-specific and generic support during feedback reception showed no significant effects on the quality of feedback reception or subject-matter-related knowledge, but degrees of freedom below four make these analyses non-interpretable. → Hornstein 2025

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 · i? · quant-synthesis · r?

Meta-analysis of feedback reception support: on reception quality, 2 studies (k = 8), g = 0.14, p = 0.70; on knowledge, 2 studies (k = 6), g = 0.18, p = 0.60 (Table 4). The article states the number of studies "was too small to reasonably conduct a meta-analysis".

"For RQ4c, we found no significant effects neither of content-specific support nor of generic support during feedback reception on the quality of feedback reception and on subject-matter-related knowledge."

Discussion¶

Related Claims¶

• 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) — 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
• 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 has a positive medium-sized effect (g = 0.51) whereas feedback reception support shows no significant effect — related
• 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 — related
• A feedback provision scaffold of prompts plus a sample solution significantly improves the quality of feedback messages pre-service teachers provide on peers' case analyses — related