A trusting, supportive teacher-student relationship emerged as a prominent motivator for acting on feedback, especially for Information Seekers with Low Emotional Strain¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the Information Seekers class, social-affective aspects (n = 11, 11.96%) emerged as prominent motivators for taking action on feedback compared to other classes. → Flora Ji-Yoon Jin 2025 q2 i? For Feedback Contemplators with High Emotional Strain, feedback tone (n = 18, 8.45%) was seen as a crucial motivator alongside clear, actionable information. → Flora Ji-Yoon Jin 2025 (2)

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 open-ended question Q2 on motivations (n = 471, 73.48% answered). The article reports that "social-affective aspects (n = 11, 11.96%) emerged as prominent motivators", with students citing trusting, supportive teacher-student relationships, e.g., detailed video feedback.

"Additionally, in this class, social-affective aspects (n = 11, 11.96%) emerged as prominent motivators for taking action on feedback compared to other classes."

Flora Ji-Yoon Jin 2025 (2)¶

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? · qualitative · r2

Same Q2 thematic analysis, Feedback Contemplators class: students valued feedback that provided actionable information (n = 40, 18.78%) communicated clearly (n = 17, 7.98%); "feedback tone (n = 18, 8.45%) was seen as a crucial motivator".

"Additionally, feedback tone (n = 18, 8.45%) was seen as a crucial motivator."

Discussion¶

Related Claims¶

• Information Seekers with Low Emotional Strain showed the highest proportion of students capable of managing affect and the most effective coping and feedback-processing strategies — related
• Latent class analysis of 641 higher education students' survey responses identifies four distinct classes of feedback experience — a broader claim this one bears on
• Feedback Contemplators with High Emotional Strain perceived poorly structured feedback content—lacking depth, clarity, actionable information, and personalisation—as their biggest challenge in making sense of feedback — related