Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge¶
Claim · All claims
Evidence · 1 study (3 entries) · quant-synthesisr2·q4·i2medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i2 Instructional support has a medium-sized positive effect on the quality of feedback provision (g = 0.64). → Hornstein 2025
q4 i2 Instructional support has a positive effect on the quality of feedback reception (g = 0.49). → Hornstein 2025 (2)
q4 i? Instructional support shows no significant effect on subject-matter-related knowledge (g = 0.25, p = 0.05). → Hornstein 2025 (3)
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 · r2
Meta-analysis of 18 studies (k = 92 effect sizes) on quality of feedback provision: g = 0.64, 95% CI [0.30, 0.98], p < 0.01 (Table 2).
"Results revealed a positive, medium-sized effect for peer-feedback with instructional support vs. without instructional support on the quality of feedback provision and a small positive effect on the quality of feedback reception"
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 · i2 · quant-synthesis · r?
Meta-analysis of 18 studies (k = 40 effect sizes) on quality of feedback reception: g = 0.49, 95% CI [0.05, 0.92], p < 0.05 (Table 2).
"Results revealed a positive, medium-sized effect for peer-feedback with instructional support vs. without instructional support on the quality of feedback provision and a small positive effect on the quality of feedback reception"
Hornstein 2025 (3)¶
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 17 studies (k = 60 effect sizes) on subject-matter-related knowledge: g = 0.25, 95% CI [-0.00, 0.51], p = 0.05 — not significant. Effects across dependent variables did not differ significantly (F(2,187) = 1.83, p = 0.23).
"For subject-matter-related knowledge, we found no significant effect (see Table 2). We also tested whether the effects regarding the different dependent variables were significantly different from each other. This was not the case (F(2,187) = 1.83, p = 0.23)."
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
- Feedback provision support has a positive medium-sized effect (g = 0.51) whereas feedback reception support shows no significant effect — 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
- 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 — a narrower finding that bears on this claim
- Neither scaffold significantly improves pre-service teachers' EIR application skills — related
- Benefits of learning with more than two external representations primarily depend on the provision of appropriate instructional support. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
support-effects-differ-by-dependent-variable |
title |
Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge |
description |
Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
3 — hornstein-2025, hornstein-2025-2, hornstein-2025-3 |
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