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Discrepancy between performance and feedback affects mathematics student teachers' self-efficacy but not their
Helen M Ernst1, Anja Prinz-Weiß2, Jörg Wittwer1
1Department of Educational Science, University of Freiburg, Freiburg, Germany.
Frontiers in Psychology
|January 22, 2025
Summary
Overly positive feedback boosts math student teachers' self-efficacy but may hinder accurate self-assessment. This impacts their self-regulated learning and professional development.
Area of Science:
- Educational Psychology
- Mathematics Education
Background:
- Feedback is crucial for student teacher development.
- The effect of inadequate feedback on self-regulated learning remains unclear.
Purpose of the Study:
- Investigate how feedback discrepancies impact self-efficacy and self-assessment accuracy in mathematics student teachers.
- Explore the underlying processes of these effects.
Main Methods:
- Two studies with mathematics student teachers (N=154 and N=26).
- Involved knowledge tests on the Pythagorean theorem and manipulated feedback (positive, negative, correct).
- Utilized think-aloud method to examine self-assessment processes.
Main Results:
- Feedback exceeding performance increased self-efficacy.
- Self-assessment accuracy was not affected by feedback discrepancies.
- Overly positive feedback led to more positive affect and reliance on heuristic factors over knowledge for self-assessment.
Conclusions:
- Overly positive feedback enhances motivation but risks undermining knowledge-based self-assessment in student teachers.
- Understanding feedback's role in self-regulated learning is vital for effective teacher training.
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