Receiver characteristics such as academic self-concept, self-efficacy, and achievement are proposed to moderate learners' engagement with feedback, but the achievement relation is conflicting¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Learners with positive academic self-concepts increased self-reported effort after feedback whereas those with negative self-concepts did not, and the relation between achievement and proactive recipience is not always positive. → Winstone 2017
Evidence¶
Winstone 2017¶
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting Learners' Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist, 52(1), 17–37. doi:10.1080/00461520.2016.1207538
q2 · i? · review · r3
The review reports, citing Baadte and Schnotz (2013), a self-concept difference in self-reported effort among German fifth-graders. It also reports a conflicting finding: Bounds et al. (2013) found high-achieving medical students were less likely to incorporate feedback into written learning goals than low-achieving students.
"Baadte and Schnotz (2013) demonstrated that upon receiving feedback, German fifth-graders whose academic self-concept was positive (i.e., those who are self-assured of their academic abilities) increased the self-reported effort they invested in learning, whereas those with negative self-concepts did not"
Discussion¶
Learner Variables¶
- Academic Self-Concept — moderator: an instructional effect differs with it
Related Claims¶
- Adult learners' motivational profiles differ significantly in self-efficacy, learning strategies and behavioral engagement: the good-quality motivation group scores higher on all three, the high-quantity group on strategies and engagement only — related
- Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
- Math self-concept is a stronger predictor of math achievement, whereas value beliefs are stronger predictors of self-reported effort — related
- Research on learners' proactive recipience of feedback is concentrated in Higher Education and relies mainly on self-report surveys rather than behavioral measures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
receiver-characteristics-moderate-recipience |
title |
Receiver characteristics such as academic self-concept, self-efficacy, and achievement are proposed to moderate learners' engagement with feedback, but the achievement relation is conflicting |
description |
Receiver characteristics such as academic self-concept, self-efficacy, and achievement are proposed to moderate learners' engagement with feedback, but the achievement relation is conflicting |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — winstone-2017 |
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