Student engagement with feedback and attainment: the role of academic self-efficacy

References

• Adams, A-M. & Wilson, H. (2017). Sustainable feedback and academic attainment: exploring the links in the modern higher education student. Innovations in Practice, 11(1), 12–17.
   Google Scholar
• Ajjawi, R. & Boud, D. (2017). Researching feedback dialogue: an interactional analysis approach. Assessment and Evaluation in Higher Education, 42(2), 252–265. doi:10.1080/02602938.2015.1102863.
   Web of Science ®Google Scholar
• Bailey, R. & Garner, M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers’ reflections on their practices. Teaching in Higher Education, 15, 187–198. doi:10.1080/13562511003620019.
   Web of Science ®Google Scholar
• Batten, J., Jessop, T. & Birch, P. (2018). Doing what it says on the tin? A psychometric evaluation of the Assessment Experience Questionnaire. Assessment and Evaluation in Higher Education, 44(2), 309–320. doi:10.1080/02602938.2018.1499867.
   Web of Science ®Google Scholar
• Boud, D. & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment and Evaluation in Higher Education, 38(6), 6980712. doi:10.1080/02602938.2012.691462.
   Web of Science ®Google Scholar
• Brown, T. L., Peterson, E. R., & Yao, E. S. (2016). Student conceptions of feedback: impact on self-regulation, self-efficacy and academic achievement. British Journal of Educational Psychology, 86, 606–629. doi:10.1111/bjep.12126.
   PubMed Web of Science ®Google Scholar
• Burnham, K. P. & Anderson, D. R. (2004). Multi-model inference: understanding AIC and BIC in model selection. Sociological Methods and Research, 33(2), 261–304. doi:10.177/0049124104268644.
   Web of Science ®Google Scholar
• Carless, D. (2006). Differing perception in the feedback process. Studies in Higher Education, 31(2), 219–233. doi:10.1080/03075070600572132.
   Web of Science ®Google Scholar
• Carless, D. & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment and Evaluation in Higher Education, 43(8), 1315–1325. doi:10.1080/02602938.2018.1463354.
   Web of Science ®Google Scholar
• Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395–407. doi:10.1080/03075071003642449.
   Web of Science ®Google Scholar
• Dawson, P., Henderson, M., Mahoney, P., Phillips, M. Ryan, T., Boud, D. & Molloy, E. (2019). What makes for effective feedback: staff and student perspectives. Assessment and Evaluation in Higher education, 44(1), 25–36. doi:10.1080/02602938.2018.1467877.
   Web of Science ®Google Scholar
• Eva, K. W., Armson, H., Holmboe, E., Lockyer, J., Loney, E., Mann, K. & Sargeant, J. (2012). Factors influencing responsiveness to feedback: on the interplay between fear, confidence and reasoning processes. Advances in Health and Science Education, 17, 15–26. doi:10.1007/s104590-011-9290-7.
   PubMed Web of Science ®Google Scholar
• Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. doi:10.3102/00346543174350.
   Web of Science ®Google Scholar
• Forsythe, A. & Johnson, S. (2017). Thanks, but no-thanks for the feedback. Assessment and Evaluation in Higher Education, 42(6), 850–859. doi:10.1080/02602938.2016.1202190.
   Web of Science ®Google Scholar
• Gibbs, G., & Dunbar-Goddet, H. (2012). ‘A Research Tool for Evaluating the Effects of Programme Assessment Environments on Student Learning: the Assessment Experience Questionnaire (AEQ)’. Accessed November 1, 2018. http://www.testa.ac.uk/resources/publications.
   Google Scholar
• Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports student learning. Learning and Teaching in Higher Education, 1, 3–31.
   Google Scholar
• Handley, K., Price, M. & Millar, J. (2011). Beyond ‘doing time’: investigating the concept of student engagement with feedback. Oxford Review of Education, 37(4), 543–560. doi:1080/03054985.2011.604951.
   Web of Science ®Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. doi:10.3102/003465430298487.
   Web of Science ®Google Scholar
• Henderson, M., Ryan, T. & Phillips, M. (2019). The challenges of feedback in higher education. Assessment and Evaluation in Higher Education, doi:10.1080/02602938.2019.1599815.
   Web of Science ®Google Scholar
• Higgins, R., Hartley, P. & Skelton, A. (2001). Getting the message across: the problem of communicating assessment feedback. Teaching in Higher Education, 6(2), 269–274. doi:10.1080/13562510120045230.
   Google Scholar
• Hooper, D., Coughlan, J. & Mullen, M. (2008). Structural equation modelling: guidance for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
   Google Scholar
• Jonsson, A. (2013). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, 14(1), 63–76. doi:10.1177/1469787412467125.
   Web of Science ®Google Scholar
• Kline, R.B. (2015). Principle and Practice of Structural Equation Modelling. New York: Guilford Publications.
   Google Scholar
• Kluger, A.N. & DeNisi, A.S. (1996). The effects of feedback intervention on performance: a historical review, a meta-analysis and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.
   Web of Science ®Google Scholar
• Lipnevich, A.A., Berg, D.A.G. & Smith, J.K. (2016). Toward a model of student response to feedback. In G.T.L. Brown & L.R. Harris (Eds.). The Handbook of Human and Social Conditions in Assessment (pp. 169–185). New York: Routledge.
   Google Scholar
• Lizzio, A. & Wilson, K. (2008). Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education, 33(3), 263–275. doi:10.1080/02602930701291548.
   Web of Science ®Google Scholar
• Mulliner, E. & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment and Evaluation in Higher Education, 42(2), 266–288. doi:10.1080/02602938.2015.1103365.
   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. doi:10.3389/fpsyg.2017.01519.
   PubMed Web of Science ®Google Scholar
• Nicholson, L. Putwain, D. Connors, L. & Hornby-Atkinson, P. (2013). The key to successful achievement as an undergraduate student: confidence and realistic expectations? Studies in Higher Education, 38(2), 285–298. doi:10.1080/03075079.2011.585710.
   Web of Science ®Google Scholar
• Poulos, A. & Mahoney, J. (2008). Effectiveness of feedback: the students’ perspective. Assessment and Evaluation in Higher Education, 33(2), 143–154. doi:10.1080/12602930601127869.
   Web of Science ®Google Scholar
• Putwain, D., Sander, P. & Larkin, D. (2013). Academic self-efficacy in study-related skills and behaviours: relations with leaning-related emotions and academic success. British Journal of Educational Psychology, 83, 633–650. doi:10.1111/l.2044-8279.2012.02084.x.
   PubMed Web of Science ®Google Scholar
• Putwain, D. & Symes, W. (2012). Achievement goals as mediators of the relationship between competence beliefs and anxiety. British Journal of Educational Psychology, 82, 207–224. doi:10.1111/j.2944-8279.2011.02021.x.
   PubMed Web of Science ®Google Scholar
• Putwain, D. W., Woods, K. A. & Symes, W. (2010). Personal and situational predictors of test anxiety of students in post-compulsory education. British Journal of Educational Psychology, 80, 137–160. doi:10.1348/000709909X466082.
   PubMed Web of Science ®Google Scholar
• Richardson, M., Abraham, C. & Bond, R. (2012). Psychological correlates of university students’ academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. doi:10.1037/a0026838.
   PubMed Web of Science ®Google Scholar
• Ryan, T. & Henderson, M. (2018). Feeling feedback: emotional responses to educator feedback. Assessment and Evaluation in Higher Education, 43(6), 880–892. doi:10.1080/02602938.2017.1416456.
   Web of Science ®Google Scholar
• Sander, P. & Sanders, L. (2009). Measuring academic behavioural confidence: the ABC scale revisited. Studies in Higher Education, 34(1), 19–35. doi:10.1080/03075070802457058.
   Web of Science ®Google Scholar
• Schunk, D. H. (2005). Self-regulated learning: the educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85–94. doi:10.1207/s15326985ep4002_3.
   Web of Science ®Google Scholar
• Strahan, E.Y. (2003). The effects of social anxiety and social skills on academic performance. Personality and Individual Differences, 34(2), 347–366. doi:10.1016/S0191-8869(02)00049-1.
   Web of Science ®Google Scholar
• Symes, W. & Putwain, D. (2016). The role of attainment value, academic self-efficacy and message frame in the appraisal of value-promoting messages. British Journal of Educational Psychology, 86, 446–460. doi:10.1111/bjep.12117.
   PubMed Web of Science ®Google Scholar
• Winstone, N. E., Nash, R., Parker, M. & Rowntree, J. (2017a). Supporting learners’’ agentic engagement with feedback: a systematic review and a taxonomy of recipience processes. Educational Psychologist, 52(1), 17–37. doi:10.10180/00461520.20216.1207538.
   Web of Science ®Google Scholar
• Winstone, N. E., Nash, R. A., Rowntree, J. & Parker, M. (2017b). ‘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: 0.1080/03075079.2015.1130032. doi:10.1080/03075079.2015.1130032.
   Web of Science ®Google Scholar
• Yorke, M. & Knight, P. (2004). Self-theories: some implications for teaching and learning in Higher Education. Studies in Higher Education, 29(1), 25–37. doi:10.1080/1234567032000164859.
   Web of Science ®Google Scholar
• Young, P. (2000). ‘I might as well give up’: Self-esteem and mature students’ feelings about feedback on assignments. Journal of Further and Higher Education, 24(3), 409–418. doi:10.1080/03098770750022325.
   Google Scholar