New studies indicate that low self-confidence can drive individuals to seek feedback, thereby improving their learning experiences.
A recent investigation led by co-author Christopher J. Cagna, PhD, from Kessler Foundation, explores what influences feedback-seeking behaviors and their effects on learning. In partnership with fellow co-author Jamil P. Bhanji, PhD, from Rutgers University, the research reveals that when individuals feel less confident about their task performance, they are more likely to pursue corrective feedback, which subsequently leads to better learning outcomes. These findings offer valuable guidance for refining feedback practices in situations where learning is crucial for success.
The study, titled “Decisions to Seek Cognitive Performance Feedback: Potential Determinants of Feedback Value and Consequences for Learning,” appears in the November 2024 edition of Learning and Motivation. Additional contributors included Mauricio R. Delgado, PhD, and Elizabeth Tricomi, PhD, both from Rutgers University, as well as Da’Quallon Smith from the London School of Economics.
Carried out at Rutgers University, the study involved 59 participants who engaged in a memory task requiring them to decide whether to invest in feedback while learning word pairs, which they would later be tested on. Participants could earn money based on their performance in the testing phase, prompting them to weigh the costs of feedback in the learning phase against the potential benefits in the test phase.
Findings revealed that participants were more inclined to purchase feedback when they were uncertain about their learning accuracy. Furthermore, receiving negative feedback (corrective feedback after an incorrect answer) actually boosted test performance by facilitating learning. Interestingly, emotional reactions and physiological responses, such as those measured by skin conductance, did not significantly influence feedback-seeking behaviors, indicating that these elements may not heavily impact decisions to seek performance feedback.
“Our research indicates that a lack of confidence in one’s performance is crucial in assessing the value of feedback,” stated Dr. Cagna, who is a postdoctoral fellow at the Foundation’s Center for Traumatic Brain Injury Research. “Although accepting negative feedback can be challenging, it often presents the most significant learning opportunities. Teaching individuals to welcome feedback—even when it is negative—could substantially improve learning outcomes across various fields.”
The study underscores that the informational benefits of feedback often surpass the emotional pain of making mistakes, especially when tied to a tangible incentive like financial rewards. “These insights have real-world implications in education, workplaces, and rehabilitation, where seeking feedback is vital for success,” Dr. Cagna concluded.
Funding: This research received support from the National Institutes of Health (Grant #DA027764), the National Science Foundation (Grant #BCS1756065), and the National Multiple Sclerosis Society (Grant #MB-2107-38097).
