Feedback Intervention Theory (FIT)

 

Feedback Intervention Theory (FIT) is a psychological theory developed by Avraham N. Kluger and Angelo DeNisi, introduced in their influential 1996 meta-analysis titled "The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory."

Core Idea of FIT

Feedback Intervention Theory aims to explain when and why feedback improves or impairs performance. The surprising finding of Kluger and DeNisi’s meta-analysis was that more than one-third of feedback interventions actually decreased performance, challenging the common belief that feedback always helps.

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Key Assumptions of FIT

1. Behavior is regulated by comparing feedback to goals:

   • Feedback interventions work by directing attention to discrepancies between current performance and desired standards/goals.

2. Feedback can shift attention across three levels: According to FIT, feedback affects performance depending on which level of the self-regulation hierarchy it directs attention to:

   • Task Learning Level (e.g., understanding how to do the task better)

   • Task Motivation Level (e.g., putting in more effort)

   • Meta-Task Level / Self Level (e.g., thinking about oneself, like “I’m bad at this”)

   The more feedback shifts attention away from the task to the self, the more likely it is to impair performance.

3. Feedback content and context matter:

   • Positive or negative feedback, its source, specificity, and timing all influence how it's received and processed.

   • Feedback that is specific, constructive, and focused on the task tends to improve performance.

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Implications of FIT

• Effective feedback should keep attention focused on the task and learning.

• Self-focused feedback (e.g., praise/blame about the person) can be demotivating or distracting.

• Too frequent or too general feedback might cause performance anxiety or complacency.

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Example

Let’s say a student receives feedback on an essay:

• Task-focused: “Your thesis is unclear; try to be more specific in your argument.” → Helpful.

• Self-focused: “You’re just not good at writing.” → Harmful.

• Generic praise: “Good job!” → Might not help improve the next essay.