Experimental study explores impact of praise and criticism on self-efficacy in undergraduate students, suggesting implications for classroom communication.
This manuscript reports the results of a study that examined the effects of instructor feedback on students and perceptions of instructor credibility. Specifically, undergraduate students (N = 466) participated in an online pretest posttest experiment in which they completed pretest measures of their self-efficacy and affect, read feedback from a hypothetical instructor, then completed posttest measures of the same variables as well as ratings of the scenario instructor's credibility. Experimental manipulations varied the type of feedback (praise, criticism, and combined praise and criticism) as well as the extent of detail the feedback contained (basic explanations vs. detailed explanations). Results revealed both experimental treatment and feedback type effects on student self-efficacy and affect as well as consequences for instructor credibility based on feedback type and extent of feedback detail. These results are discussed in the context of instructional communication, with a focus on their practical applications in the classroom.
No takes yet. Share an insight, caveat, or question.
Gilmore et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: