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.

Publication DOI: https://doi.org/10.1080/01443410.2019.1693510
Divisions: College of Health & Life Sciences > School of Psychology
College of Health & Life Sciences > Applied Health Research Group
College of Health & Life Sciences
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Educational Psychology on 27 Nov 2019, available online at: http://www.tandfonline.com/10.1080/01443410.2019.1693510
Uncontrolled Keywords: Feedback,achievement goal orientation,feedback orientation,further education,personality,Experimental and Cognitive Psychology,Education,Developmental and Educational Psychology
Full Text Link:
Related URLs: https://www.tan ... 10.2019.1693510 (Publisher URL)
http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Article
Published Date: 2019-11-27
Published Online Date: 2019-11-27
Accepted Date: 2019-11-12
Authors: Winstone, Naomi E.
Hepper, Erica G.
Nash, Robert A. (ORCID Profile 0000-0002-2284-2001)

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