"It'd Be Useful, but I Wouldn't Use It": Barriers to University Students' Feedback Seeking and Recipience

Autor/inn/en	Winstone, Naomi E.; Nash, Robert A.; Rowntree, James; Parker, Michael
Titel	"It'd Be Useful, but I Wouldn't Use It": Barriers to University Students' Feedback Seeking and Recipience
Quelle	In: Studies in Higher Education, 42 (2017) 11, S.2026-2041 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1130032
Schlagwörter	Barriers; Feedback (Response); Intervention; Focus Groups; Psychological Patterns; Teacher Student Relationship; Undergraduate Students; Psychology; Student Attitudes; Learner Engagement; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Psychologie; Schülerverhalten; Ausland; Großbritannien
Abstract	For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students' use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students' difficulties with decoding terminology, to their unwillingness to expend effort. Thematic analysis identified four underlying psychological processes: "awareness", "cognisance", "agency", and "volition". We argue that these processes should be considered when designing interventions to encourage students' engagement with feedback. Whereas the barriers identified could all in principle be removed, we propose that doing so would typically require--or would at least benefit from--a sharing of responsibility between teacher and student. The data highlight the importance of training students to be proactive receivers of feedback. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01