EAST ORANGE, NEW JERSEY- Individuals who lack confidence in their performance are more likely to seek corrective feedback, a new study reveals. The research, led by Dr. Christopher J. Cagna from Kessler Foundation in collaboration with Dr. Jamil P. Bhanji from Rutgers University, emphasizes the importance of feedback in promoting learning outcomes.
The study, published in the journal Learning and Motivation, sheds light on how low confidence drives individuals to seek feedback, ultimately enhancing their ability to learn. Through a memory task that involved making decisions related to earning monetary rewards, researchers found that uncertainty, rather than emotional factors like stress, was the primary motivator for seeking feedback.
Despite the discomfort that negative feedback may bring, the study shows that it is the most effective in improving test performance. These findings underscore the pivotal role that feedback strategies play in education, the workplace, and rehabilitation settings.
Participants in the study demonstrated a greater willingness to pay for feedback when they were uncertain about the accuracy of their learning. This suggests that confidence levels during learning significantly impact how individuals value feedback. Additionally, the research found that negative feedback led to better performance during testing, highlighting the value of embracing corrective feedback for learning opportunities.
The study, supported by funding from the National Institutes of Health, the National Science Foundation, and the National Multiple Sclerosis Society, offers actionable insights for optimizing feedback strategies in various environments. Dr. Cagna emphasized that teaching individuals to value feedback, even when critical, can greatly enhance learning outcomes in different fields.
Overall, the research emphasizes that the informational value of feedback outweighs the emotional discomfort associated with being wrong, particularly when tied to clear incentives like monetary rewards. These insights have practical applications in education, the workplace, and rehabilitation settings, where feedback-seeking behavior is crucial for success. The study’s findings provide valuable perspectives on how feedback-seeking behavior can be motivated and shaped in environments where learning is paramount.