'It’d be useful, but I wouldn’t use it':barriers to university students’ feedback seeking and recipience


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.

Publication DOI: https://doi.org/10.1080/03075079.2015.1130032
Divisions: College of Health & Life Sciences
College of Health & Life Sciences > Applied Health Research Group
Additional Information: © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way
Uncontrolled Keywords: feedback,interventions,student engagement,proactivity,communication,focus groups,Education
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Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
https://www.tan ... 79.2015.1130032 (Publisher URL)
PURE Output Type: Article
Published Date: 2017-01-01
Published Online Date: 2016-01-18
Accepted Date: 2016-01-01
Authors: Winstone, Naomi E.
Nash, Robert A. (ORCID Profile 0000-0002-2284-2001)
Rowntree, James
Parker, Michael



Version: Published Version

License: Creative Commons Attribution Non-commercial No Derivatives

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Version: Accepted Version

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