Toward a cohesive psychological science of effective feedback

Figures & data

Figure 1. PRISMA Diagram of the literature search process.

Table 1. List of review papers included in our synthesis, detailing which of the clusters of recommendation-types featured within each paper.

Author(s)	Coverage of review	Domain of review	Psychological mechanisms	Quality and rigor	Generalizability across settings/ domains/ populations/ cultures	Theoretical and conceptual grounding	Research methods and designs	Outcome variables and measures	Longevity and transfer of effects	Contextual variables	Individual difference variables	Aspects of the provision of feedback	Aspects of the receiving of feedback	Effectiveness and impact upon real-world outcomes	(Other)
Agius and Wilkinson (2014)	1997–2021	General		Yes			Yes	Yes	Yes	Yes
Anseel (2017)	Undefined	General	Yes							Yes	Yes		Yes	Yes	Yes
Bing-You et al. (2017)	1980–2015	Medical Education		Yes	Yes		Yes		Yes	Yes		Yes	Yes	Yes	Yes
Crommelinck and Anseel (2013)	Undefined	General	Yes		Yes	Yes	Yes			Yes	Yes			Yes
Dai et al. (2021)	1997–2020	Healthcare Education							Yes						Yes
Devi and Revathi (2016)	Undefined	Computer-assisted Language Learning													Yes
Dion and Restrepo (2016)	2005–2015	General	Yes				Yes	Yes				Yes
Evans (2013)	2000–2012	General	Yes			Yes			Yes	Yes	Yes	Yes	Yes	Yes	Yes
Ferguson et al. (2014)	1999–2012	Medicine	Yes	Yes	Yes		Yes	Yes	Yes				Yes	Yes	Yes
Fong et al. (2019)	−2017	General	Yes		Yes		Yes		Yes	Yes	Yes	Yes		Yes	Yes
Fukkink et al. (2011)	1973–2009	General					Yes	Yes					Yes		Yes
Fyfe and Brown (2018)	1999–2017	Mathematical Reasoning	Yes		Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Gabelica et al. (2012)	Undefined	General	Yes			Yes	Yes	Yes	Yes	Yes		Yes	Yes	Yes	Yes
Hatala et al. (2014)	−2011	Healthcare Education	Yes	Yes	Yes	Yes	Yes	Yes	Yes		Yes	Yes		Yes	Yes
Haughney et al. (2020)	2000–2018	General										Yes	Yes	Yes	Yes
Hayes et al. (2017)	1980–2015	Healthcare Education		Yes	Yes				Yes	Yes	Yes	Yes	Yes	Yes
Hepplestone et al. (2011)	2001–2011	General										Yes		Yes
Johnson (2016)	Undefined	Professional learning								Yes		Yes
Johnson et al. (2020)	−2019	Healthcare Education		Yes			Yes							Yes
Jonsson (2013)	1990–2010	General						Yes			Yes	Yes	Yes
Killingback et al. (2019)	2010–2017	General										Yes		Yes
Lam (2017)	2005–2015	General				Yes
Li (2010)	1988–2007	Second Language Learning		Yes	Yes			Yes	Yes	Yes	Yes	Yes		Yes
Li and De Luca (2014)	2000–2011	General			Yes		Yes			Yes		Yes		Yes	Yes
Luft (2014)	−2013	General	Yes				Yes								Yes
Lyster et al. (2013)	Undefined	Second Language Learning	Yes			Yes	Yes			Yes	Yes	Yes	Yes	Yes	Yes
Mattick et al. (2019)	1946–2016	General	Yes	Yes		Yes	Yes	Yes				Yes	Yes	Yes
Nassaji (2016)	Undefined	Second Language Learning	Yes					Yes		Yes		Yes	Yes	Yes
Ossenberg et al. (2019)	−2017	General			Yes		Yes			Yes		Yes	Yes	Yes	Yes
Paterson et al. (2020)	2002–2018	General		Yes						Yes	Yes		Yes	Yes
Saedon et al. (2012)	1950–2010	Medicine		Yes			Yes	Yes						Yes	Yes
Swart et al. (2019)	−2017	General	Yes								Yes	Yes		Yes
Thurlings et al. (2013)	1970–2000	General		Yes	Yes	Yes	Yes			Yes		Yes			Yes
Torres et al. (2020)	−2018	General						Yes	Yes					Yes	Yes
van de Ridder et al. (2015)	1986–2012	Medicine	Yes			Yes				Yes			Yes	Yes
van der Kleij and Lipnevich (2021)	1987–2018	General	Yes	Yes	Yes		Yes	Yes		Yes	Yes		Yes	Yes
van der Kleij et al. (2019)	1973–2019	General		Yes				Yes		Yes	Yes	Yes	Yes	Yes
van der Kleij et al. (2011)	−2010	General		Yes			Yes				Yes	Yes	Yes	Yes	Yes
Winstone et al. (2017)	1985–2014	General	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Wisniewski et al. (2019)	1960–2016	General				Yes						Yes			Yes
Yousefi and Nassaji (2021)	Undefined	Second Language Learning			Yes			Yes	Yes	Yes	Yes	Yes		Yes
Yu et al. (2018)	1997–2017	Second Language Learning								Yes	Yes	Yes	Yes	Yes
Total N of papers			17	15	14	12	21	17	14	23	18	27	21	31	(20)

Figure 2. Descriptive framework of research questions to ask about mechanisms involved in feedback effects.

*Agius, N. M., & Wilkinson, A. (2014). Students’ and teachers’ views of written feedback at undergraduate level: A literature review. Nurse Education Today, 34(4), 552–559. https://doi.org/10.1016/j.nedt.2013.07.005

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*Anseel, F. (2017). Agile learning strategies for sustainable careers: A review and integrated model of feedback-seeking behavior and reflection. Current Opinion in Environmental Sustainability, 28, 51–57. https://doi.org/10.1016/j.cosust.2017.07.001

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*Hepplestone, S., Holden, G., Irwin, B., Parkin, H. J., & Thorpe, L. (2011). Using technology to encourage student engagement with feedback: A literature review. Research in Learning Technology, 19(2), 117–127. https://doi.org/10.3402/rlt.v19i2.10347

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*Johnson, C. E., Weerasuria, M. P., & Keating, J. L. (2020). Effect of face-to-face verbal feedback compared with no or alternative feedback on the objective workplace task performance of health professionals: A systematic review and meta-analysis. BMJ Open, 10(3), e030672. https://doi.org/10.1136/bmjopen-2019-030672

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*Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14(1), 63–76. https://doi.org/10.1177/1469787412467125

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*Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40. https://doi.org/10.1017/S0261444812000365

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