Helen M. Ernst
Anja Prinz-Weiß
Jörg Wittwer
Thamar Voss- 1Department of Educational Science, University of Freiburg, Freiburg, Germany
- 2Department of Psychology, University of Education Karlsruhe, Karlsruhe, Germany
A Correction on
Discrepancy between performance and feedback affects mathematics student teachers' self-efficacy but not their self-assessment accuracy
by Ernst, H. M., Prinz-Weiß, A., Wittwer, J., and Voss, T. (2025). Front. Psychol. 15:1391093. doi: 10.3389/fpsyg.2024.1391093
In the published article, there was an error. When the feedback conditions were introduced in the methods section of Study 2, they were interchanged. Specifically, the negative condition was labeled as positive, and the positive condition was labeled as negative. This error occurred only once. The feedback conditions were labeled correctly in the other paragraphs and the interpretation of the feedback conditions was clearly pointed out subsequently.
A correction has been made to Study 2, Method, Measures, Paragraph 1. This sentence previously stated:
“To be able to examine pronounced effects between the feedback valences, we created three distinct categories of feedback instead of observing feedback-performance discrepancy as a continuous variable: participants were randomly assigned to one of three feedback conditions: positive (i.e., performance score minus 2 or a minimum of 0), negative (i.e., performance score plus 2 or a maximum of 5) and correct (i.e., performance score).”
The corrected sentence appears below:
“To be able to examine pronounced effects between the feedback valences, we created three distinct categories of feedback instead of observing feedback-performance discrepancy as a continuous variable: participants were randomly assigned to one of three feedback conditions: negative (i.e., performance score minus 2 or a minimum of 0), positive (i.e., performance score plus 2 or a maximum of 5) and correct (i.e., performance score).”
The original article has been updated.
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Keywords: self-assessment, self-efficacy, feedback, SRL, student teachers, metacognitive monitoring
Citation: Ernst HM, Prinz-Weiß A, Wittwer J and Voss T (2025) Correction: Discrepancy between performance and feedback affects mathematics student teachers' self-efficacy but not their self-assessment accuracy. Front. Psychol. 16:1687589. doi: 10.3389/fpsyg.2025.1687589
Received: 17 August 2025; Accepted: 27 August 2025;
Published: 15 September 2025.
Edited and reviewed by: Antonio P. Gutierrez de Blume, Georgia Southern University, United States
Copyright © 2025 Ernst, Prinz-Weiß, Wittwer and Voss. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Helen M. Ernst, aGVsZW4uZXJuc3RAZXp3LnVuaS1mcmVpYnVyZy5kZQ==
†ORCID: Anja Prinz-Weiß orcid.org/0000-0002-1097-3442