Receptivity to Instructional Feedback

Abstract

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.

Receptivity to Instructional Computer-Based Feedback (RIF)

“…Moreover, Lipnevich and Lopera-Oquendo (2022) found that the subscales of experiential attitudes and cognitive and behavioral engagement positively predicted student grades. Thus, the convergent validity of the scale was demonstrated for the prediction of important educational outcomes.…”

“…RIF is a construct that originated in personality psychology and is described as trait-like feedback receptivity (Lipnevich & Lopera-Oquendo, 2022). RIF rests on the assumption that individuals may have varying degrees of willingness or readiness to accept feedback (Lipnevich et al, 2016).…”

“…RIF rests on the assumption that individuals may have varying degrees of willingness or readiness to accept feedback (Lipnevich et al, 2016). While some students might be generally enthusiastic about obtaining feedback, others might not be as receptive (Lipnevich & Lopera-Oquendo, 2022). To discriminate RIF from broader personality traits, Lipnevich et al (2021) investigated its relations with the Big Five dimensions of personality.…”

“…Thus, the convergent validity of the scale was demonstrated for the prediction of important educational outcomes. Overall, the instrument has been shown to be a valid measure of students’ tendency to accept feedback from instructors, such as teachers or university professors (Lipnevich et al, 2021; Lipnevich & Lopera-Oquendo, 2022).…”

“…Surprisingly, despite being defined as “a general, trait-like feedback receptivity” (Lipnevich & Lopera-Oquendo, 2022, p. 1), RIF has been modeled solely by its comprising four factors. Specifically, two studies employed confirmatory factor analysis (CFA) in the context of human-provided feedback, and their results supported the four-factorial structure (Lipnevich et al, 2021; Lipnevich & Lopera-Oquendo, 2022).…”