Individual Differences in Self-Reported Use of Assessment Feedback: The Mediating Role of Feedback Beliefs

Autor/inn/en	Winstone, Naomi E.; Hepper, Erica G.; Nash, Robert A.
Titel	Individual Differences in Self-Reported Use of Assessment Feedback: The Mediating Role of Feedback Beliefs
Quelle	In: Educational Psychology, 41 (2021) 7, S.844-862 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winstone, Naomi E.) ORCID (Hepper, Erica G.) ORCID (Nash, Robert A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1693510
Schlagwörter	Feedback (Response); Evaluation Methods; Student Attitudes; Beliefs; Late Adolescents; Academic Achievement; Self Efficacy; Value Judgment; Goal Orientation; Personality Traits; Student Characteristics; Individual Differences; Foreign Countries; Postsecondary Education; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Halbstarker; Schulleistung; Self-efficacy; Selbstwirksamkeit; Werturteil; Zielorientierung; Zielvorstellung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Individueller Unterschied; Ausland; Post-secondary education; Tertiäre Bildung; Großbritannien
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: (1) the extent to which personality variables and achievement goal orientation are associated with students' self-reported use of feedback; and (2) 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01