https://opara.zih.tu-dresden.de/xmlui/handle/123456789/5819 Laudel, Helena; Narciss, Susanne (2023): The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior. In: Studies in Educational Evaluation 77, S. 101237. https://doi.org/10.1016/j.stueduc.2023.101237 Abstract: Negative feedback confronts learners with errors or failure but holds great learning potential. However, learners might perceive it as self-threatening, and thus react maladaptively. Feedback theories recommend prompting internal feedback prior to external feedback. And self-compassion is found to support adaptive reactions to failure. Thus, this study examined in a 2 × 2 factorial design the effects of prompting internal feedback or selfcompassion, or both, on feedback perception and post-feedback learning behavior. Participants (N = 210) completed a brief difficult reasoning test and received failure feedback. Perceived acceptance and fairness of the feedback were higher in the internal feedback and self-compassion conditions compared to the control condition with no prompts. The intervention effects were higher for participants with high perceived competence and low trait self-compassion. No significant effects on post-feedback learning behavior were observed. The results highlight the relevance of internal feedback processes for feedback perception. 2026-04-27T05:04:10Z