Discrepancy between performance and feedback affects mathematics student teachers' self-efficacy but not their self-assessment accuracy.

ABSTRACT: Although feedback is of high importance for the professional development of student teachers, the impact of (inadequate) feedback on their self-regulated learning is still unclear. In two studies with mathematics student teachers, we investigated how discrepancies between performance and feedback affected two important aspects of self-regulated learning-self-efficacy and self-assessment accuracy regarding mathematical content knowledge. In the first study, N = 154 student teachers studying mathematics completed a knowledge test on the Pythagorean theorem and received performance feedback that was either correct or manipulated to be more positive or more negative than actual performance. The results showed that feedback that exceeded performance resulted in higher self-efficacy than

SUBMITTER: Ernst HM 

PROVIDER: S-EPMC11747639 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature