Sievers, Charlotte (2022) On Feedback Perception and the Role of the Feedback Provider. Master thesis, Educational Sciences.
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Abstract
Feedback effectiveness has been studied extensively. However, the influence of inter- and intrapersonal factors in processing feedback lacks insights. In secondary education, students are confronted with plenty of feedback incidents, and their developmental stage is affected by a variety of interpersonal factors. This study adopted a mixed-methods design to investigate the intention to process feedback in 157 secondary school students by use of a convergent parallel model. Self-reported factors influencing students’ feedback processing in response to an open question and quantitative data from a questionnaire were retrieved. The moderating effect of performance appraisal (elaborated/specific or general/concise) and valuation of the feedback sender (positive or negative) was investigated by manipulating vignette scenarios (N = 4). While perceptions of fairness, acceptance, and justice combined increased the likelihood of processing the feedback, no effect on emotional response was detected. Students appear to value constructive feedback but are more likely to process feedback when general and concise feedback is provided. Sender appraisal did not provide significant effects, thus, further research into the effect of the relationship between sender and receiver is required. Keywords: Feedback perceptions, secondary school students, feedback content, mixed methods research, convergent parallel model
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Strijbos, J.W. and Kupers, W.E. |
| Degree programme: | Educational Sciences |
| Differentiation route: | Evidence-bases Education [Master Educational Sciences] |
| Date Deposited: | 06 Jul 2022 09:48 |
| Last Modified: | 06 Jul 2022 09:48 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/743 |
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