The Negative Effects of Self‐Focused Feedback on Mathematics Problem Solving
Emily R. Fyfe, Amanda Grenell, Nicholas A. Vest
Source abstract
ABSTRACT Current theories offer competing hypotheses on whether feedback that includes the word “you” is beneficial for learning. We examined the effects of this self‐focused feedback on college students' problem solving. In Study 1, U.S. students ( N = 274, M age = 19.5 years) completed an online experiment in which they practiced probability problems in one of four conditions: with no feedback or self‐focused feedback, and in an evaluative context or a supportive context. Study 2 ( N = 177, M age = 20.1 years) only had an evaluative context but included a task‐focused feedback condition without the word “you” to determine whether the effects in Study 1 were unique to self‐focused feedback. ANOVA models showed that self‐focused feedback led to the lowest scores on the posttest with novel probability problems, and this was particularly evident for students who received more negative feedback. These results indicate that self‐focused feedback can have unintended consequences.
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