The Negative Effects of Self‐Focused Feedback on Mathematics Problem Solving

Bibliographic Data

ID22416795
AuthorsEmily R Fyfe (0000-0002-5420-360X, Department of Psychological and Brain Sciences Indiana University Bloomington Indiana USA, corresponding author), Amanda Grenell (0000-0003-0164-8071, Department of Psychology University of Tampa Tampa Florida USA), Nicholas A Vest (0000-0002-1894-5710, Department of Psychology University of Wisconsin‐Madison Madison Wisconsin USA)
Year2026
Volume40
Issue4
Publication date2026-07-01
Open AccessYes
TypeARTICLE
VenueApplied Cognitive Psychology (JOURNAL)
Journal identifiersISSN: 0888-4080 • E-ISSN: 1099-0720
PublisherWiley (PUBLISHER • GB)
DOI10.1002/acp.70239
OpenAlexW7165911244
LanguageEN
References cited34

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.

Analysis of variance · Cognition · Context effect · Negative feedback · Education, Achievement, and Giftedness · Psychometric Methodologies and Testing · Visual and Cognitive Learning Processes

Tools

Open DOI