Children's self-efficacy for planning did not significantly moderate plan quality improvements after feedback¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The exploratory moderation of plan-quality improvement by self-efficacy for planning was not statistically significant; results were moved to supplemental material. → Sukjaitham 2026

Evidence¶

Sukjaitham 2026¶

Sukjaitham, S., Schaaf, M., Brod, G., & Breitwieser, J. (2026). Adaptivity Makes Feedback Effective: Evidence From AI-Generated Feedback on Children's Plans. Preprint. https://osf.io/4w6rz/overview?view_only=dd3ec8d2878243579a463ccd0d77d723 doi:10.31234/osf.io/t2eac_v1

q2 · i? · causal · r2

Exploratory moderation analysis announced in the introduction of the preregistered study; the article reports only that the effect was not statistically significant and gives no effect size, deferring details to supplemental material.

"First, we explore d whether children's self -efficacy for planning moderates improvements in plan quality following the provision of instructional support. As this effect was not statistically significant, detailed results are reported in the supplemental material ."

Discussion¶

Related Claims¶

• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — the general claim this finding bears on, with the studies behind it
• Children's plan quality improves substantially after receiving LLM-generated adaptive feedback — related
• Exploratory subgroup and correlation analyses show mostly no significant differences in benefit or experience scores by child and family characteristics — related
• Trial-level perceived usefulness of feedback is associated with the magnitude of plan quality improvement — related