Thanks, but no-thanks for the feedback

By Alexandra Forsythe, S. Johnson. 2017

123 citations recorded by the source corpus.

Abstract Feedback is an emotional business in which personal disposition influences what is attended to, encoded, consolidated and eventually retrieved. Here, we examine the extent to which students’ perceptions of feedback and their personal dispositions can be used to predict whether they appreciate, engage with and act on the feedback that they receive. The study is framed in psychological theories of mindset, defensive behaviours and new psychometric measures of the psychological integration of assessment feedback. Results suggest that, in this university population, growth mindset students were in the minority. Generally, students are fostering self-defensive behaviours that fail to nurture remediation following feedback. Recommendations explore the implications for students who engage in self-deception, and the ways in which psychologists and academics may intercede to help students progress academically by increasing their self-awareness.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f17ae76c2f1c9c47ae141683be3d3867a88dab1c

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

A Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective (2020, background): “The literature suggests that good quality feedback reﬂects students’ performance correctly, provides information about the task, and offers suggestions how to proceed or enhance learning [95], [96].”
Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit (2019, background): “Specifically, based on prior findings indicating systematic variability in different students’ engagement with feedback (e.g., Winstone et al., 2016; Forsythe and Johnson, 2017), we wanted to explore individual differences in the perceived utility of the resources and in students’ perceptions of the”
Growth Mindset for Human Resource Development: A Scoping Review of the Literature with Recommended Interventions (2020, background): “Based on the summary of growth mindset research, the attributes of mindsets include: learning from mistakes (Aditomo, 2015; Lee et al., 2012), accepting feedback and criticism (Forsythe & Johnson, 2017; Pennington & Heim, 2016), and perseverance (Dweck et al., 2014b).”
The development of student feedback literacy: enabling uptake of feedback (2018, unknown): “An aim of feedback is to challenge students to adopt new perspectives, but students often do not welcome this challenge (Forsythe and Johnson 2017).”