School guidance support and growth in mathematics discourse feedback skills: a three-wave longitudinal mediation study

Findings integrate social cognitive, feedback literacy, and self-regulated learning perspectives by specifying how school-level supports translate into domain-specific competencies. Practically, the results suggest a design principle for secondary schools: strengthen decision-making self-efficacy early, engineer routine opportunities to seek, interpret, and apply feedback, and then assess discourse-based reasoning and revision as proximal indicators of skill growth.