How Students Respond to Critical Feedback from Teaching Assistants: The Effect of Instructor and Feedback Characteristics on Perceptions of Credibility, Efficacy, Affect, and Self-Esteem

Abstract

This study (N = 788) investigated experimentally how students respond to critical instructor feedback by manipulating teaching assistant (TA) cultural background and experience, and feedback wording and detail. Open-ended responses were also elicited to learn about students’ reactions to such feedback. Results indicated that instructor competence and trustworthiness differed based on TA background, experience, and feedback wording. Instructor goodwill differed based on feedback wording and detail. Finally, feedback wording lowered students’ self-efficacy and increased students’ negative affect when worded negatively vs. affirmatively. Open-ended data revealed students respond to critical feedback by implementing it, seeking further clarification but also reacting affectively, or figuring out alternatives.

Keywords:

• Critical Feedback
• Instructor Credibility
• Instructor Feedback
• TA Training

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ioana A. Cionea

Ioana A. Cionea (Ph.D., University of Maryland) is an associate professor in the Department of Communication at the University of Oklahoma. Her research focuses on interpersonal and intercutural communication processes, with a specific emphasis on arguing and conflict in close relationships.

Britney N. Gilmore

Britney N. Gilmore (Ph.D., University of Oklahoma) is an assistant professor in the Department of Communication Studies at Texas Christian University. Her research examines organizational communication and issues of identity within occupations and other organized settings.

Anthony T. Machette

Anthony T. Machette (M.A., Purdue University Fort Wayne) is a Ph.D. candidate in the Department of Communication at the University of Oklahoma. His research examines how individual and cultural differences affect communicative behaviors within interpersonal relationships.

Pavitra Kavya

Pavitra Kavya (Ph.D., University of Oklahoma) is an assistant professor in the Department of Communication at California State Polytechnic University, Pomona. Her research interests include leadership communication, training and development, and positive organizational scholarship, with an emphasis on understanding and helping individuals flourish and thrive in their workplace.