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

References

• Ajjawi, R., & Boud, D. (2017). Researching feedback dialogue: An interactional analysis approach. Assessment & Evaluation in Higher Education, 42, 252–265.
   Web of Science ®Google Scholar
• Ali, N., Ahmed, L., & Rose, S. (2018). Identifying predictors of students’ perception of and engagement with assessment feedback. Active Learning in Higher Education, 19(3), 239–251.
   Web of Science ®Google Scholar
• Bieg, S., Reindl, M., & Dresel, M. (2017). The relation between mastery goals and intrinsic motivation among university students: A longitudinal study. Educational Psychology, 37(6), 666–679.
   Web of Science ®Google Scholar
• Bono, J. E., & Colbert, A. E. (2005). Understanding responses to multi‐source feedback: The role of core self‐evaluations. Personnel Psychology, 58(1), 171–203.
   Web of Science ®Google Scholar
• Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38, 698–712.
   Web of Science ®Google Scholar
• Brockner, J., Derr, W. R., & Laing, W. N. (1987). Self-esteem and reactions to negative feedback: Toward greater generalizability. Journal of Research in Personality, 21(3), 318–333.
   Web of Science ®Google Scholar
• Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43, 1315–1325.
   Web of Science ®Google Scholar
• Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338.
   Web of Science ®Google Scholar
• Cianci, A. M., Klein, H. J., & Seijts, G. H. (2010). The effect of negative feedback on tension and subsequent performance: The main and interactive effects of goal content and conscientiousness. Journal of Applied Psychology, 95(4), 618–630.
   PubMed Web of Science ®Google Scholar
• Costa, P. T. Jr., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual Differences, 13(6), 653–665.
   Web of Science ®Google Scholar
• Dahling, J. J., & Ruppel, C. L. (2016). Learning goal orientation buffers the effects of negative normative feedback on test self-efficacy and reattempt interest. Learning and Individual Differences, 50, 296–301.
   Web of Science ®Google Scholar
• Dann, R. (2017). Developing feedback for pupil learning: Teaching, learning and assessment in schools. London: Routledge.
   Google Scholar
• Donnellan, M. B., Oswald, F. L., Baird, B. M., & Lucas, R. E. (2006). The mini-IPIP scales: Tiny-yet-effective measures of the Big Five factors of personality. Psychological Assessment, 18(2), 192–203.
   PubMed Web of Science ®Google Scholar
• Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273.
   Web of Science ®Google Scholar
• Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519.
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628.
   Web of Science ®Google Scholar
• Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335–349. doi: 10.1017/S0272263109990544
   Web of Science ®Google Scholar
• Fong, C., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31(1), 121–162.
   Web of Science ®Google Scholar
• Geitz, G., Brinke, D. J. T., & Kirschner, P. A. (2015). Goal orientation, deep learning, and sustainable feedback in higher business education. Journal of Teaching in International Business, 26(4), 273–292.
   Web of Science ®Google Scholar
• Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4(1), 26–42. doi: 10.1037/1040-3590.4.1.26
   Google Scholar
• Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133–142. doi: 10.1016/j.system.2017.07.003
   Web of Science ®Google Scholar
• Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31–44.
   Web of Science ®Google Scholar
• Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: The role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269–290.
   Web of Science ®Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
   Web of Science ®Google Scholar
• Hayes, A. F. (2017). Introduction to mediation, moderation, and conditional process analysis (2nd ed.). New York: Guilford.
   Google Scholar
• Hepper, E. G., & Sedikides, C. (2012). Self-enhancing feedback. In R. Sutton, M. Hornsey, & K. Douglas (Eds.), Feedback: The communication of praise, criticism, and advice (pp. 43–56). London: Peter Lang.
   Google Scholar
• Janssen, O., & Prins, J. (2007). Goal orientations and the seeking of different types of feedback information. Journal of Occupational and Organizational Psychology, 80(2), 235–249.
   Web of Science ®Google Scholar
• Kagan, J., & Snidman, N. (2009). The long shadow of temperament. Cambridge, MA: Harvard University Press.
   Google Scholar
• Kluger, A. N., & DeNisi, A. (1996). Effects of feedback interventions on performance: A historical review, a meta-analysis, and preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.
   Web of Science ®Google Scholar
• Lam, R. (2017). Enacting feedback utilization from a task-specific perspective. The Curriculum Journal, 28(2), 266–282. doi: 10.1080/09585176.2016.1187185
   Web of Science ®Google Scholar
• Leondari, A., & Gonida, E. (2007). Predicting academic self‐handicapping in different age groups: The role of personal achievement goals and social goals. British Journal of Educational Psychology, 77(3), 595–611.
   PubMed Web of Science ®Google Scholar
• Linderbaum, B. A., & Levy, P. E. (2010). The development and validation of the Feedback Orientation Scale (FOS). Journal of Management, 36(6), 1372–1405.
   Web of Science ®Google Scholar
• Luo, W., Paris, S. G., Hogan, D., & Luo, Z. (2011). Do performance goals promote learning? A pattern analysis of Singapore students’ achievement goals. Contemporary Educational Psychology, 36(2), 165–176.
   Web of Science ®Google Scholar
• Marzouq, S., Carr, A., & Slade, L. (2012). A ‘personal opposites’ approach to understanding achievement goal questionnaires. Psychology of Education Review, 36, 17–25.
   Google Scholar
• Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology, 93(1), 77–86.
   Web of Science ®Google Scholar
• Mouratidis, A., Michou, A., Demircioğlu, A. N., & Sayil, M. (2018). Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics. Learning and Individual Differences, 61, 127–135.
   Web of Science ®Google Scholar
• Nakai, Y., & O’Malley, A. L. (2015). Feedback to know, to show, or both? A profile approach to the feedback process. Learning and Individual Differences, 43, 1–10.
   Web of Science ®Google Scholar
• Nash, R. A., & Winstone, N. E. (2017). Responsibility-sharing in the giving and receiving of assessment feedback. Frontiers in Psychology, 8, 1519.
   PubMed Web of Science ®Google Scholar
• O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43, 971–990.
   Web of Science ®Google Scholar
• Phan, H. P. (2010). Empirical model and analysis of mastery and performance‐approach goals: A developmental approach. Educational Psychology, 30(5), 547–564. doi: 10.1080/01443410.2010.491936
   Web of Science ®Google Scholar
• Phan, H. P. (2009). Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology, 29(3), 297–313. doi: 10.1080/01443410902877988
   Web of Science ®Google Scholar
• Rimfeld, K., Kovas, Y., Dale, P. S., & Plomin, R. (2016). True grit and genetics: Predicting academic achievement from personality. Journal of Personality and Social Psychology, 111(5), 780–789.
   PubMed Web of Science ®Google Scholar
• Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1(4), 313–336. doi: 10.1080/15298860290106805
   Web of Science ®Google Scholar
• Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47. doi: 10.1080/00461520.2011.538646
   Web of Science ®Google Scholar
• Shields, S. (2015). My work is bleeding’: Exploring students’ emotional responses to first-year assignment feedback. Teaching in Higher Education, 20(6), 614–624. doi: 10.1080/13562517.2015.1052786
   Web of Science ®Google Scholar
• Smither, J. W., London, M., & Richmond, K. R. (2005). The relationship between leaders’ personality and their reactions to and use of multisource feedback. Group & Organization Management, 30(2), 181–210. doi: 10.1177/1059601103254912
   Web of Science ®Google Scholar
• Sorić, I., Penezić, Z., & Burić, I. (2017). The Big Five personality traits, goal orientations, and academic achievement. Learning and Individual Differences, 54, 126–134. doi: 10.1016/j.lindif.2017.01.024
   Web of Science ®Google Scholar
• Storch, N., & Wigglesworth, G. (2010). Learners’ processing, uptake, and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 32(2), 303–334. doi: 10.1017/S0272263109990532
   Web of Science ®Google Scholar
• Swift, V., & Peterson, J. B. (2018). Improving the effectiveness of performance feedback by considering personality traits and task demands. PLoS One, 13(5), e0197810. doi: 10.1371/journal.pone.0197810
   PubMed Web of Science ®Google Scholar
• Thurlings, M., Vermeulen, M., Bastiaens, T., & Stijnen, S. (2013). Understanding feedback: A learning theory perspective. Educational Research Review, 9, 1–15. doi: 10.1016/j.edurev.2012.11.004
   Web of Science ®Google Scholar
• Tuckey, M., Brewer, N., & Williamson, P. (2002). The influence of motives and goal orientation on feedback seeking. Journal of Occupational and Organizational Psychology, 75(2), 195–216. doi: 10.1348/09631790260098677
   Web of Science ®Google Scholar
• Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, 18(3), 251–266. doi: 10.1016/j.learninstruc.2007.05.003
   Web of Science ®Google Scholar
• VandeWalle, D. (2003). A goal orientation model of feedback-seeking behavior. Human Resource Management Review, 13(4), 581–604. doi: 10.1016/j.hrmr.2003.11.004
   Google Scholar
• VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation on the feedback-seeking process. Journal of Applied Psychology, 82(3), 390–400. doi: 10.1037//0021-9010.82.3.390
   PubMed Web of Science ®Google Scholar
• Värlander, S. (2008). The role of students’ emotions in formal feedback situations. Teaching in Higher Education, 13(2), 145–156. doi: 10.1080/13562510801923195
   Web of Science ®Google Scholar
• Winstone, N. E., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. London: Routledge.
   Google Scholar
• Winstone, N. E., Mathlin, G., & Nash, R. A. (2019). Building feedback literacy: Students’ perceptions of the Developing Engagement with Feedback Toolkit. Frontiers in Education, 4, 39. doi: 10.3389/feduc.2019.00039
   Google Scholar
• Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. doi: 10.1080/00461520.2016.1207538
   Web of Science ®Google Scholar
• Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). It’d be useful, but I wouldn’t use it’: Barriers to university students’ feedback seeking and recipience. Studies in Higher Education, 42(11), 2026–2041. doi: 10.1080/03075079.2015.1130032
   Web of Science ®Google Scholar
• Wosnitza, M., & Volet, S. (2012). Group heterogeneity and homogeneity in personal content goals for a group learning activity: Impact on individual appraisals. Applied Psychology, 61(4), 585–604. doi: 10.1111/j.1464-0597.2012.00507.x
   Web of Science ®Google Scholar
• Zimbardi, K., Colthorpe, K., Dekker, A., Engstrom, C., Bugarcic, A., Worthy, P., … Long, P. (2017). Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance. Assessment & Evaluation in Higher Education, 42, 625–644. doi: 10.1080/02602938.2016.1174187
   Web of Science ®Google Scholar