Inconsistent Action Takers and Feedback Appreciators showed an intention-action gap: high commitment to feedback but low actual action-taking¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Despite considerable commitments to feedback as a tool for improvement (Inconsistent Action Takers 33.33%; Feedback Appreciators 43.75%), actual action-taking was low (6.25% and 9.03% respectively). → Flora Ji-Yoon Jin 2025

Evidence¶

Flora Ji-Yoon Jin 2025¶

Flora Ji-Yoon Jin, Lixiang Yan, Roberto Martinez-Maldonado, Dragan Gašević, Philip Wing Keung Chan, Yi-Shan Tsai. (2025). Latent classes of self-reported feedback experiences: exploring students’ challenges, motivations, and action-taking behaviours in feedback processes. Instructional Science. https://doi.org/10.1007/s11251-025-09744-5

q2 · i? · associational · r2

Thematic analysis of Q2 motivations across classes. The article reports the discrepancy between commitment and "actual behaviours concerning taking action, at only 6.25% and 9.03% respectively" for the two classes.

"Although both classes exhibited considerable commitments to feedback as a tool for improvement – with Inconsistent Action Takers with Low Challenge Awareness at 33.33% and Feedback Appreciators with Action Struggles at 43.75% – there was a notable discrepancy in their actual behaviours concerning taking action, at only 6.25% and 9.03% respectively."

Discussion¶

Related Claims¶

• Latent class analysis of 641 higher education students' survey responses identifies four distinct classes of feedback experience — possibly the same claim (merge candidate)
• Actual classroom use of AI among Ghanaian pre-service science teachers is moderate despite strong intentions, indicating an intention-practice gap — related