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

Winstone, Naomi E., Hepper, Erica G. and Nash, Robert A. (2019) Individual differences in self-reported use of assessment feedback: The mediating role of feedback beliefs Educational Psychology.

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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.

Item Type: Article
Divisions : Department of Higher Education
Authors :
Winstone, Naomi
Hepper, Erica
Nash, Robert A.
Date : 27 November 2019
DOI : 10.1080/01443410.2019.1693510
Copyright Disclaimer : This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 27/11/2019, available online:
Uncontrolled Keywords : Feedback; Personality; Achievement goal orientation; Feedback orientation; Further education
Depositing User : Diane Maxfield
Date Deposited : 18 Nov 2019 14:53
Last Modified : 05 May 2020 21:43

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