The Role of Teacher Feedback in Improving Self-Efficacy and Learning Outcomes of Elementary School Students

Arif Rahmat Triasa* -  Sekolah Tinggi Agama Islam Kharisma Sukabumi, Indonesia

Abstract


This study aims to synthesize empirical evidence on the relationship between teacher feedback, self-efficacy, and students’ learning achievement through a systematic literature review of peer-reviewed 18 articles published between 2010 and 2025. The review followed the PRISMA guidelines, encompassing identification, screening, eligibility, and inclusion stages. The findings reveal that high-quality, formative, descriptive, and empathetic feedback significantly enhances students’ self-efficacy, which in turn mediates improvements in academic performance. Conversely, evaluative or negative feedback without constructive guidance tends to decrease motivation and confidence, particularly among low-achieving students. Contextual factors such as teacher–student relationships, classroom climate, and cultural norms were found to influence how feedback is perceived and internalized by students. Furthermore, digital feedback platforms show potential but require humanistic adaptation to be effective in primary education. The study concludes that teacher feedback functions not merely as an evaluative instrument but as a pedagogical and psychological process that fosters self-belief, intrinsic motivation, and meaningful learning.

Keywords


Teacher feedback; Self-Efficacy; Learning Outcomes; Formative Assessment

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References


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DOI: https://doi.org/10.24952/shibyana.v1i1.17617

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