Candidates' integration of individual psychological assessment feedback

Abstract

Purpose – The purpose of this paper is to empirically verify a theoretical model of candidates' feedback integration in the context of individual psychological assessment (IPA). Design/methodology/approach – Structural equation modeling analyses were conducted in a two-wave longitudinal study. A total of 97 candidates completed questionnaires immediately after their feedback session as well as three months later. Findings – Results indicate that candidates' motivational intention to act on IPA feedback is a pivotal variable linking feedback perceptions and post-feedback behaviors. Source credibility, assessment face validity, as well as perception that the feedback helped increase candidate's awareness were related to motivational intention. Conversely, feedback acceptance was not related to candidates' motivation to act on feedback and post-feedback behaviors. Research limitations/implications – Because the authors relied on self-report questionnaires, future studies would benefit from including externally assessed behavioral outcomes. Future research efforts should continue distinguishing candidates' acceptance and awareness based on their distinctive contributions in the feedback integration process. Practical implications – The results indicate that motivation created during the feedback session is a stronger predictor of day-to-day behavioral changes than it is of involvement in specific developmental activities. Originality/value – This research fills a gap in IPA literature by highlighting some IPA benefits and the processes involved in increasing feedback value for the participant.

The Development and Validation of the Feedback in Learning Scale (FLS)

“…Interpersonal relationships, between the source of the feedback and the recipient are thought to be crucial in creating a suitable environment (Winstone et al, 2017a). Boudrias et al (2014) posit that where the feedback source is trustworthy, greater acceptance and awareness is promoted by feedback. Intrapersonal factors, including personality, motivations and emotions also foster a dynamic self-regulatory environment (Evans, 2013).…”

“…Within the occupational domain, Boudrias et al (2014) developed a measure of feedback integration for candidates exposed to individual psychological assessment feedback following evaluation at an assessment center. Based on earlier such measures (see for example Kudisch, 1996) a revised measure was proposed that aimed to examine whether candidates in occupational settings who were exposed to developmental feedback would be motivated toward taking developmental actions and adopt behavioral changes resulting from feedback.…”

“…Based on earlier such measures (see for example Kudisch, 1996) a revised measure was proposed that aimed to examine whether candidates in occupational settings who were exposed to developmental feedback would be motivated toward taking developmental actions and adopt behavioral changes resulting from feedback. Boudrias et al (2014) postulated a causal path where characteristics associated with feedback including valence of the message, its face validity, the credibility of the source and challenge were associated with greater acceptance of feedback and awareness of changes. In turn, acceptance and awareness were proposed to relate to greater motivational intention, which was hypothesized to lead to increased behavioral and developmental changes.…”

“…Evaluative judgments supporting such mechanisms are vital forces that promote academic endeavor and lifelong learning (Ajjawi et al, 2018). Measuring such mechanisms is well-developed in occupational settings (Boudrias et al, 2014). Understanding how these relate to self-regulated learning gains in Higher Education (HE) is less well-understood (Forsythe and Jellicoe, 2018).…”

“…Understanding how these relate to self-regulated learning gains in Higher Education (HE) is less well-understood (Forsythe and Jellicoe, 2018). Here we refined a measure of feedback integration from the occupational research domain (Boudrias et al, 2014) and investigate its application to HE. Two groups of psychology undergraduates endorsed perspectives associated with feedback.…”