Thanks, but no-thanks for the feedback

Forsythe, Alex ORCID: 0000-0001-6822-7031 and Johnson, Sophie (2017) Thanks, but no-thanks for the feedback. ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 42 (6). pp. 850-859.

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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.

Item Type:	Article
Uncontrolled Keywords:	Feedback, defensive behaviours, mindset, student motivation, performance
Depositing User:	Symplectic Admin
Date Deposited:	06 Sep 2017 07:23
Last Modified:	19 Jan 2023 07:29
DOI:	10.1080/02602938.2016.1202190
Related URLs:	Author Publisher
URI:	https://livrepository.liverpool.ac.uk/id/eprint/3003402