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Issue Date
2016-06-05
Metadata
Show full item recordAbstract
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.Citation
Forsythe, Alex and Johnson, Sophie (2017) Thanks, but no-thanks for the feedback. Assessment & Evaluation in Higher Education, 42 (6). 850 - 859.Publisher
Informa UK LimitedJournal
Assessment & Evaluation in Higher EducationAdditional Links
https://www.tandfonline.com/doi/full/10.1080/02602938.2016.1202190Type
Journal articleLanguage
enISSN
0260-2938EISSN
1469-297Xae974a485f413a2113503eed53cd6c53
10.1080/02602938.2016.1202190
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Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/