Development of a measure of receptivity to instructional feedback and examination of its links to personality

Lipnevich, Anastasiya A.; Gjicali, Kalina; Asil, Mustafa; Smith, Jeffrey K.

doi:10.1016/j.paid.2020.110086

Cited by 11 publications

(25 citation statements)

References 16 publications

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“…In order to examine RQ 1, we evaluated the goodness-of-fit of alternative models to understand and provide validity evidence for the factor structure of the RIF (Noar, 2003; Strauss & Smith, 2009), scale based on Lipnevich et al (2021). Lipnevich et al (2021) showed that the RIF scale had a 4-latent factor structure, with factors representing the initially hypothesized theory-based structure of the measure. Therefore, we compared three CFA models.…”

Section: Resultsmentioning

confidence: 99%

“…The RIF scale is a self-report instrument designed to measure students’ acceptance of instructional feedback. The scale has been explored in a sample of US and New Zealand university students (Lipnevich et al, 2021). The items were slightly modified to reflect secondary school context (e.g., “professor” was replaced with “teacher”).…”

Section: Methodsmentioning

confidence: 99%

“…To answer the first research question, Confirmatory Factor Analysis (CFA) was conducted to verify the 4-latent factor structure (e.g., number of factors, the pattern of loading, and correlations among factors) of the RIF scale proposed by Lipnevich et al (2021). Full-information data was analyzed through Structural Equation Modelling (SEM) using lavaan package in R (Rosseel, 2012) with weighted least squares mean and the variance adjusted (WLSMV) estimator, which is a robust estimation method designed explicitly for ordinal data (Sass et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

“…Lipnevich et al (2021) described receptivity as comprising cognitive (“do I understand feedback?”) and behavioral (“do I know what to do about it?”) engagement, as well as instrumental (“do I think it’s useful?”) and experiential (“do I like it?”) attitudes. The authors revealed that conscientiousness and openness were the strongest predictors of receptivity, suggesting that students who were achievement-oriented and disciplined as well as intellectually curious and open to new information would tend to be more receptive to feedback.…”

Section: The Current Studymentioning

confidence: 99%

“…These differences may be situational and context-dependent, but a general, trait-like feedback receptivity appears to exist. To test this claim, Lipnevich et al (2021) constructed an instrument to examine student RIF. The researchers explored links to the Big Five personality factors of conscientiousness, agreeableness, neuroticism, openness, and extraversion and showed a general trait component to the receptivity construct (Lipnevich et al, 2021).…”

Section: The Current Studymentioning

confidence: 99%

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Receptivity to Instructional Feedback

Lipnevich

Lopera-Oquendo

2024

European Journal of Psychological Assessment

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Abstract. The purpose of this study was to report validity evidence for the instrument intended to measure receptivity to instructional feedback in a sample of secondary school students from Singapore ( N = 314). We tested a nested hierarchy of hypotheses for addressing the cross-group (i.e., gender) invariance and compared means on the receptivity to feedback subscales between gender groups. We also examined whether receptivity to feedback predicted student grades. The four-factor hypothesized model comprising experiential attitudes, instrumental attitudes, cognitive engagement, and behavioral engagement with feedback had a good model fit. Multi-group confirmatory factor analysis supported configural, metric, partial scalar, partial strict as well as variance and covariance invariance across gender groups. After controlling for gender, cognitive engagement, and experiential attitudes predicted increments in grades, suggesting evidence for discriminant validity among the receptivity factors as well as their relevance for the prediction of meaningful educational outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

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Receptivity to Instructional Feedback

Lipnevich

Lopera-Oquendo

2024

European Journal of Psychological Assessment

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Examining pre-service teachers’ feedback on low- and high-quality written assignments

Máñez,

Lipnevich,

Lopera-Oquendo

et al. 2024

Educ Asse Eval Acc

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Assessing student writing assignments and providing effective feedback are a complex pedagogical skill teacher candidates need to master. Scarce literature has closely examined the type of feedback that pre-service high-school teachers spontaneously deliver when assessing student writings, which is the main goal of our study. In a sample of 255 high school teacher candidates, we examined the type of feedback that they provided when assessing two writing assignments that differed in quality. One thousand eight hundred thirty-five comments were analyzed and coded into 11 sub-categories. Results showed that candidates’ feedback not only focused on task performance but also on the writing process. Although candidates provided critical and past-oriented evaluations frequently, they also crafted feedback in a neutral tone and included future-oriented suggestions. Further, feedback varied as a function of candidates’ gender, academic discipline, and students’ quality of writing. Teacher training programs may use this information to design resources to address nuances of feedback provision.

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Student – Feedback Interaction Model: Revised

Lipnevich

Smith

2022

Studies in Educational Evaluation

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Development of a measure of receptivity to instructional feedback and examination of its links to personality

Cited by 11 publications

References 16 publications

Receptivity to Instructional Feedback

Receptivity to Instructional Feedback

Examining pre-service teachers’ feedback on low- and high-quality written assignments

Student – Feedback Interaction Model: Revised

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