After careful review, your submission "Effort-Focused Positive Feedback Versus Negatively Framed Corrective Feedback in Elementary Mathematics: A Within-Subjects Study of Performance, Self-Confidence, and Help-Seeking" has been accepted for presentation at the 2027 GERA Annual Conference. The conference will be held at the Anderson Conference Center in Macon, Georgia on Friday, January 29, 2027.
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ABSTRACT
The informational content of feedback and its affective framing are often confounded, and few studies compare framings within the same elementary learners. This study compared effort-focused positive feedback with negatively framed corrective feedback among 16 elementary students (ages 6–11) in an after-school program. In a within-subjects crossover design, each student attended two sessions, one per condition, with order randomized and evenly divided (n = 8 per order). Each session comprised a six-item guided practice task with instructor assistance available, a five-item independent assessment with none, and a nine-item questionnaire. Items were scored on a four-level partial-credit rubric (0–3). No outcome was prespecified as primary, so Holm–Bonferroni adjustment was applied across all nine comparisons. Students earned a higher percentage of available points on the assessment items they attempted under positive feedback, 75.31% versus 57.22%, a mean difference of 18.09 percentage points, 95% confidence interval (CI) [7.90, 28.28], d_z = 0.95, adjusted P = .016. They also raised their hands for assistance less often, 2.44 versus 4.13, a mean difference of −1.69, 95% CI [−2.75, −0.63], d_z = −0.85, adjusted P = .032. Both were confirmed by nonparametric and exact permutation tests and were unaffected by removal of any single participant. Differences in self-reported confidence and satisfaction did not survive adjustment and were not robust, and the two subscales were not empirically separable. Because the corrective condition combined error identification with negative framing, these findings should not be generalized to constructive corrective feedback.
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