Feedback Timing: The Impact on Undergraduates’ Statistics Anxiety, Self-Efficacy and Perceptions

Jones, Abigail and Wood, Jeffrey S. and McDonald, Emma and Abbott, Keeley (2026) Feedback Timing: The Impact on Undergraduates’ Statistics Anxiety, Self-Efficacy and Perceptions. Psychology Learning & Teaching, 25 (2). pp. 140-157. ISSN 1475-7257

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Abstract

Statistics anxiety (SA), negative attitudes and low self-efficacy persist as barriers to engagement and performance in research methods and statistics. In digital learning environments, multiple-choice quizzes (MCQs) with automated feedback are commonly used, yet the optimal timing of feedback remains underexplored. This study examined how feedback timing (each question, blocks or score-only) affected SA, self-efficacy and feedback perceptions. A total of 332 undergraduate students completed the Abbreviated Statistics Anxiety Rating Scale (STARS), General Self-Efficacy Scale (GSE) pre- and post-test of the 25-item online statistics MCQ, followed by perception questions. A between-subjects multivariate analysis of covariance (MANCOVA) revealed significant differences in feedback timing on post-quiz SA, feedback understanding and perceived benefit. No differences were reported for pre- to post-test SA or self-efficacy. A within-subjects MANCOVA indicated significant pre- to post-test SA reductions in test and class anxiety and help-seeking anxiety, but increased interpretation anxiety. Block feedback led to the highest performance, offering practical insights for reducing anxiety and improving digital tools.

Item Type:	Article
Identification Number:	10.1177/14757257261427206
Dates:	Date Event 1 July 2026 Accepted 27 July 2026 Published Online
Uncontrolled Keywords:	Feedback timing, statistics anxiety, self-efficacy, undergraduate statistics, multiple choice quiz, online learning
Subjects:	CAH04 - psychology > CAH04-01 - psychology > CAH04-01-01 - psychology (non-specific)
Divisions:	Life and Health Sciences > Psychology
Depositing User:	Gemma Tonks
Date Deposited:	31 Jul 2026 15:03
Last Modified:	31 Jul 2026 15:03
URI:	https://www.open-access.bcu.ac.uk/id/eprint/17136

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