Measurement of Student Feedback Literacy Using a Quantitative Self-Assessment Survey
- Publication Type:
- Thesis
- Issue Date:
- 2025
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Feedback literacy is increasingly recognised as a critical component in enhancing studentsโ learning, motivation, and academic performance in higher education. Consequently, the adaptation and validation of feedback literacy measurement instruments is an active field of research. To address the limitations of student feedback literacy instruments that were available at the time that this research was conducted, this thesis seeks to adapt and validate a Student Feedback Literacy Scale (SFLS), originally developed in a Chinese context by Zhan (2022), for use in Western higher education settings.
The thesis makes contributions to three research questions:
๐ฅ๐ค๐ญ: ๐ง๐ผ ๐๐ต๐ฎ๐ ๐ฒ๐
๐๐ฒ๐ป๐ ๐ฑ๐ผ๐ฒ๐ ๐๐ต๐ฒ ๐ณ๐ฎ๐ฐ๐๐ผ๐ฟ ๐๐๐ฟ๐๐ฐ๐๐๐ฟ๐ฒ ๐ผ๐ณ ๐๐ต๐ฒ ๐ฆ๐๐ ๐ฆ๐๐ฟ๐๐ฒ๐ (๐ฆ๐๐๐ฆ) ๐ฐ๐ต๐ฎ๐ป๐ด๐ฒ ๐๐ต๐ฒ๐ป ๐บ๐ผ๐ฑ๐ถ๐ณ๐ถ๐ฒ๐ฑ ๐ณ๐ฟ๐ผ๐บ ๐ฎ ๐๐ต๐ถ๐ป๐ฒ๐๐ฒ ๐๐ผ ๐ฎ๐ป ๐๐๐๐๐ฟ๐ฎ๐น๐ถ๐ฎ๐ป ๐ฐ๐ผ๐ป๐๐ฒ๐
๐?
The SFLS, originally developed for a Chinese context, was carefully adapted to ensure cultural relevance in Western educational environments. This process involved modifying language, examples, and contextual elements, followed by rigorous validation using exploratory and confirmatory factor analyses. The results indicated significant changes in the factor structure, reflecting the cultural and educational differences between Eastern and Western contexts.
๐ฅ๐ค๐ฎ: ๐ง๐ผ ๐๐ต๐ฎ๐ ๐ฒ๐
๐๐ฒ๐ป๐ ๐ฑ๐ผ๐ฒ๐ ๐๐ต๐ฒ ๐ฆ๐๐๐ฆ ๐ฐ๐ผ๐ฟ๐ฟ๐ฒ๐น๐ฎ๐๐ฒ ๐๐ถ๐๐ต ๐ถ๐ป๐๐ฟ๐ถ๐ป๐๐ถ๐ฐ ๐บ๐ผ๐๐ถ๐๐ฎ๐๐ถ๐ผ๐ป, ๐๐ฒ๐น๐ณ-๐ฟ๐ฒ๐ด๐๐น๐ฎ๐๐ถ๐ผ๐ป, ๐ฎ๐ป๐ฑ ๐ฝ๐ฒ๐ฒ๐ฟ-๐๐ผ-๐ฝ๐ฒ๐ฒ๐ฟ ๐ณ๐ฒ๐ฒ๐ฑ๐ฏ๐ฎ๐ฐ๐ธ?
The study explored the relationships between the dimensions of feedback literacy, as measured by this new instrument, and key learning constructs, namely intrinsic motivation, self-regulation, and peer feedback. Pearson correlation analysis revealed significant positive associations, highlighting the interrelatedness of these constructs in fostering effective feedback engagement.
๐ฅ๐ค๐ฏ: ๐๐ ๐๐ต๐ฒ๐ฟ๐ฒ ๐ฎ ๐ฐ๐ผ๐ฟ๐ฟ๐ฒ๐น๐ฎ๐๐ถ๐ผ๐ป ๐ฏ๐ฒ๐๐๐ฒ๐ฒ๐ป ๐ฆ๐๐๐ฆ ๐๐ฐ๐ผ๐ฟ๐ฒ๐ ๐ฎ๐ป๐ฑ ๐ฎ๐ฐ๐ฎ๐ฑ๐ฒ๐บ๐ถ๐ฐ ๐ด๐ฟ๐ฎ๐ฑ๐ฒ๐?
The research examined the relationship between feedback literacy and academic performance, using correlational analysis. The findings suggest that while feedback literacy is crucial for engaging with feedback processes, its direct impact on academic performance is modest and may be moderated by other factors such as the quality of feedback received and individual differences in learning strategies.
While the findings from this study offer valuable insights into the relationships between feedback literacy, intrinsic motivation, self-regulation, and academic performance, they also indicate that the direct impact of feedback literacy on academic outcomes is complex and influenced by various factors. These results should be interpreted with caution, and further research is recommended to explore the nuances of feedback literacy across diverse educational settings.
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