When feedback hurts: influence of feedback on rumination and performance

The present study examined the conditions under which feedback diverts attention from the task to self-processes, one of the core propositions of Feedback Intervention Theory (Kluger & DeNisi, 1996). Further consequences on performance were also examined. Specifically, the study investigated the effects of feedback discrepancy with expectation (consistent vs. inconsistent), feedback type (comparative vs. absolute), and self-focus on rumination and performance. 239 students participated, completing an initial set of ten Ravens’ Progressive Matrices questions, after which they received bogus feedback based on their assigned condition. This was followed by either a self-focus induction or a control task, and a second performance task. Interestingly, it was found that feedback valence and type did not influence rumination; incongruent feedback was the only crucial factor that increased rumination and reduced subsequent task performance. Further rumination acted as a significant mediator linking inconsistent feedback to diminished performance. Notably, participants in the self-focus condition demonstrated lower levels of rumination. While this may initially seem counterintuitive, it suggests that structured self-reflection can mitigate the adverse effects of dissonant feedback by reducing the need for rumination later during the task. These findings offer nuanced insights into how feedback can hinder learning, with practical implications for designing feedback.