Feedback That Builds Belief: A Meta-Analysis Simulation on Teacher Feedback and Student Self-Efficacy, with a Classroom Mini-Intervention
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| Format: | Recurso digital |
| Langue: | anglais |
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2025
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| _version_ | 1866902042502496256 |
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| author | Yousfi, Jérôme Jaouad |
| author_facet | Yousfi, Jérôme Jaouad |
| contents | <p>This paper presents a simulation study on the psychological effects of teacher feedback on student self-efficacy. A simulated meta-analysis, modeled on patterns from existing research, synthesized 32 hypothetical studies (N = 4,280) and yielded a moderate overall effect of feedback on self-efficacy (Hedges’ g = 0.35). Elaborated formative feedback showed stronger benefits (g = 0.56) than summative grade-only feedback (g = 0.11), with immediacy and process focus emerging as significant moderators. A hypothetical classroom mini-intervention, designed for lower secondary education, illustrated how autonomy-supportive feedback could improve self-efficacy (g = 0.45), modestly enhance achievement (g = 0.20), and reduce test anxiety (g = −0.25). The analysis is methodological in nature, illustrating theoretical and statistical patterns that can guide future empirical research.</p> <p>Keywords: Educational psychology, feedback, self-efficacy, student motivation, formative assessment, simulation study</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_16933661 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Feedback That Builds Belief: A Meta-Analysis Simulation on Teacher Feedback and Student Self-Efficacy, with a Classroom Mini-Intervention Yousfi, Jérôme Jaouad Learning Sciences Psychology Psychology Psychology Developmental psychology Psychology, Educational/education Psychology, Educational Psychology, Educational/trends Educational Technology/education Education Education Learning Social Learning <p>This paper presents a simulation study on the psychological effects of teacher feedback on student self-efficacy. A simulated meta-analysis, modeled on patterns from existing research, synthesized 32 hypothetical studies (N = 4,280) and yielded a moderate overall effect of feedback on self-efficacy (Hedges’ g = 0.35). Elaborated formative feedback showed stronger benefits (g = 0.56) than summative grade-only feedback (g = 0.11), with immediacy and process focus emerging as significant moderators. A hypothetical classroom mini-intervention, designed for lower secondary education, illustrated how autonomy-supportive feedback could improve self-efficacy (g = 0.45), modestly enhance achievement (g = 0.20), and reduce test anxiety (g = −0.25). The analysis is methodological in nature, illustrating theoretical and statistical patterns that can guide future empirical research.</p> <p>Keywords: Educational psychology, feedback, self-efficacy, student motivation, formative assessment, simulation study</p> |
| title | Feedback That Builds Belief: A Meta-Analysis Simulation on Teacher Feedback and Student Self-Efficacy, with a Classroom Mini-Intervention |
| topic | Learning Sciences Psychology Psychology Psychology Developmental psychology Psychology, Educational/education Psychology, Educational Psychology, Educational/trends Educational Technology/education Education Education Learning Social Learning |
| url | https://doi.org/10.5281/zenodo.16933661 |