Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs

Abstract

Feedback can rarely enhance learning unless it is used; however, few studies have examined individual differences in students' engagement with feedback. The present study explored a) the extent to which personality variables and achievement goal orientation are associated with students' self-reported use of feedback; and b) whether beliefs about feedback (utility, accountability, self-efficacy, and volition to implement feedback) mediate these associations.Students aged 16-18 (N = 746) completed self-report measures assessing each of these constructs. Self-reported feedback use was greater among students who scored high in mastery approach goals, performance approach goals, and conscientiousness. Controlling for academic achievement (which correlated weakly with self-reported feedback use), all of these associations were mediated by self-efficacy, and a subset of the associations were also mediated by the perceived utility of feedback and volition to implement feedback. Supporting students to feel competent in using feedback should be a key priority for interventions.

Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors

“…By contrast, for students who received grades lower than expected on a particular assessment task, negative feedback was more likely to cause negative emotions of sadness, shame, and anger (Ryan and Henderson 2018). Similar results were found in the UK where pre-university students at two Further Education colleges reported high levels of feedback use in part because they held a stronger sense of self-efficacy (Winstone, Hepper, and Nash 2019). These findings indicate that students may show limited use of feedback not because they are disinterested in using it, but because they do not feel capable of doing so.…”

A dialogic technology-mediated model of feedback uptake and literacy

“…The use of the term denotes the importance of an agentic understanding of how the assessment and feedback process combines with course content to facilitate overarching learning goals, which according to undergraduate self-reports encourages engagement with feedback interventions (Parker and Winstone 2016). Self-efficacy and perceived feedback utility have also been found to be important moderators in self-reported use of feedback (Winstone, Hepper, et al 2019). Accordingly, attempting to support the development of such understandings and beliefs may enhance feedback uptake by encouraging the 'appreciation of feedback' together with an understanding of the greater feedback 'landscape'.…”

“…Increased motivation, affect and receptivity are also a result of successful navigation (or viewing others' successful navigation) of the processes, as positive experiences (or evidence) reinforce belief in the efficacy of feedback (Molloy, Boud, and Henderson 2020), and in individuals' ability to use feedback information effectively. The development of such beliefs can improve understanding of the feedback landscape and increase 'readiness to engage' (Price, Handley, and Millar 2011;Winstone, Hepper, et al 2019).…”

Improving the understanding of written peer feedback through face-to-face peer dialogue: students’ perspective

“…Peer input in the feedback process seems to be effective, not only to reduce the impact of power-relations between teachers and students and negative emotional reactions (Värlander, 2008;Yang & Carless, 2013), but also to enhance the development of empathy and trust between peers (Carless, 2013;Värlander, 2008). In that respect, beliefs about peer feedback play an important role Winstone, Hepper, & Nash, 2019;. Belief systems help a person to define and understand the world and one's place in that world, functioning as a lens through which new information is interpreted (Pajares, 1992).…”