Abstract
Resilience was once thought of as a stable personality trait. However, it is now argued that resilience is malleable, subject to environmental factors such as assessment feedback (ahmed Shafi, Hatley, Middleton, Millican & Templeton, 2017). This paper presents a longitudinal study on how learners experienced and were affected by feedback to their written essays. Participants comprised 45 students (aged 14-15) from 5 secondary schools. Qualitative data was collected from examination of their written work, classroom activities as well as student interviews. Bandura’s (2001) model of triadic reciprocity was used as a guiding framework to analyse how the teachers’ feedback practices influenced their students’ self-efficacy and behaviour. The findings fleshed out how students engaged with their teachers’ feedback on various levels: affectively (referring to students’ emotions towards teachers’ comments), behaviourally (seen in their uptake of feedback), and cognitively (in terms of their processing, attention, recall and understanding of feedback). Further analysis revealed two themes of will (as in motivation to take action and volition to persist) and skill (as in strategies and knowledge) to follow up on the feedback. The implications of these findings will then be discussed in relation to strengthening teachers’ feedback practices as a whole and with particular focus on how these practices are important in building resilient learners.
Author Information
Tay Hui Yong, National Institute of Education–Nanyang Technological University, Singapore
Paper Information
Conference: ACE2022
Stream: Learning Experiences
This paper is part of the ACE2022 Conference Proceedings (View)
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To cite this article:
Yong T. (2023) The A-B-C of Engaging Students With Feedback to Build Resilient Learners ISSN: 2186-5892 The Asian Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2023.8
To link to this article: https://doi.org/10.22492/issn.2186-5892.2023.8
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