Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs

Abstract

Feedback can rarely enhance learning unless it is used; however, few studies have examined individual differences in students’ engagement with feedback. The present study explored (a) the extent to which personality variables and achievement goal orientation are associated with students’ self-reported use of feedback; and (b) whether beliefs about feedback (utility, accountability, self-efficacy, and volition to implement feedback) mediate these associations. Students aged 16–18 (N = 746) completed self-report measures assessing each of these constructs. Self-reported feedback use was greater among students who scored high in mastery approach goals, performance approach goals, and conscientiousness. Controlling for academic achievement (which correlated weakly with self-reported feedback use), all of these associations were mediated by self-efficacy, and a subset of the associations were also mediated by the perceived utility of feedback and volition to implement feedback. Supporting students to feel competent in using feedback should be a key priority for interventions.

Keywords:

• Feedback
• personality
• achievement goal orientation
• feedback orientation
• further education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 We re-conducted the mediation models among participants who identified as male or female (n = 730) to test whether gender altered or moderated any direct or indirect effects (PROCESS model 59). Due to the large number of tests and lack of a priori theory, we used a conservative alpha level of .01 and estimated 99% confidence intervals. All key effects remained the same (i.e. significant or non-significant respectively) controlling for gender. All indirect effects were equivalent for both genders. Gender moderated 4 (out of 36) direct effects. The direct effects of mastery goals on utility, accountability, and self-efficacy were positive and significant for both genders, but stronger for male students. The direct effect of performance goals on utility was positive and significant for male students but non-significant for female students.