Beyond ‘doing time’: investigating the concept of student engagement with feedback

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‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience (2017, background): “As noted earlier, for feedback to be put into action, students have to be ‘ready to engage’ (Handley et al. 2011); our data show that this implementation can be impeded by a lack of proactivity and receptiveness.”
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2017, background): “Similarly, Handley et al. (2011) theorized that learners with higher self-efficacy (i.e., a greater belief in their ability to bring about desired outcomes) might be more willing to expend effort on engaging with feedback.”
Student perceptions of assessment feedback: a critical scoping review and call for research (2020, background): “Engagement with feedback includes students’ perception, interpretation, and the actual use of feedback (Handley et al., 2011; Hargreaves, 2011; Nicol, 2013). Handley et al. (2011), for example, distinguish between (1) ‘readiness-to-engage’ (p. 550) with 348 Educational Assessment, Evaluation and Acc”