When feedback signals failure but offers hope for improvement: A process model of constructive criticism

Fong, Carlton J.; Schallert, Diane L.; Williams, Kyle M.; Williamson, Zachary H.; Warner, Jayce R.; Lin, Shengjie; Kim, Young Won

doi:10.1016/j.tsc.2018.02.014

Cited by 56 publications

(34 citation statements)

References 44 publications

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“…On the other hand, the source of criticism accounted for most of the variance in the tendency to perceive criticism as constructive compared to parental bonding measures, which were small but significant predictors, in the final model. Firstly, this finding dovetails with the process model of constructive criticism proposed by [ 105 ] where one of the main aspects for feedback to be perceived as constructive criticism was that it needed to originate from a respect-worthy source of criticism and be embedded in perceptions of care. Secondly, another possible explanation for the present finding could be that comments construed as constructive criticism are less ambiguous in terms of their definition and content.…”

Section: Discussionsupporting

confidence: 69%

“…Secondly, another possible explanation for the present finding could be that comments construed as constructive criticism are less ambiguous in terms of their definition and content. According to the process model of constructive criticism, the properties for a message to be perceived as constructive criticism include being well-intentioned, appropriate targeting and provide guidance for improvement [ 105 ], which appear to suggest a specific profile for comments to be construed as constructive criticism. Another study also similarly found an overwhelming consensus across an undergraduate sample in perceptions of constructive criticism where definitions nearly always included an element of improvement, which was noted to suggest an understanding of constructive criticism messages as intending to improve performance [ 106 ].…”

Section: Discussionmentioning

confidence: 99%

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A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA

et al. 2021

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Parents play a primary and crucial role in emotional socialisation processes in children where individuals learn the expression, understanding and regulation of emotions. Parenting practices and dimensions of the parent-child relationship have been associated with social and emotional processes in children. As criticism involves negative emotional reactions and emotion regulation, the parent-child relationship is likely to influence an individual’s perception and response to criticism. Hence, the present study investigated the relationship of parental bonding and the perception and response to criticism in three different countries–Singapore, Italy and USA. Adult participants (n = 444) completed the Parental Bonding Inventory (PBI) and measures of criticism. Parental care, overprotection and country were found to be significant predictors of a tendency to perceive criticism as destructive. Higher levels of parental care predicted a lower tendency to perceive criticism as destructive while higher levels of parental overprotection predicted a higher tendency to perceive criticism as destructive. US American participants were found to have a significantly higher tendency to perceive criticism as destructive compared to Italian and Singaporean participants. The findings align with past research on the role of the parent-child relationship in the socio-emotional development of children as well as providing insight into a specific aspect in social interaction; perception and response to criticism, being affected. Future studies can look to investigate this relationship further in different countries in light of cultural variation in parenting styles and emotion experience, expression and regulation.

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Section: Discussionsupporting

confidence: 69%

Section: Discussionmentioning

confidence: 99%

A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA

et al. 2021

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“…Creating a culture where open, honest and frank feedback can be shared within a safe and collaborative environment is potentially beneficial for students (Rudolph, Raemer, and Simon 2014). Experiencing setbacks as normal parts of learning and a relationally supportive culture can help students to interpret feedback as providing a path to longer-term improvement (Fong et al 2018).…”

Section: Learning Culturesmentioning

confidence: 99%

Signature feedback practices in the creative arts: integrating feedback within the curriculum

Pitt

Carless

2021

Assessment & Evaluation in Higher Education

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Without teacher and student feedback literacy, it is difficult for feedback processes to fulfil their potential. Feedback literacy development within the arts or humanities is, however, under-researched. The current study fills this gap by illustrating how educators in the performative creative arts designed signature feedback practices to facilitate the development of student feedback literacy. Opportunities for feedback literacy development were created via learning cultures that embedded emotional and relational support, discussed work-in-progress, and promoted peer feedback. Focus groups with educators highlighted how integrated assessment design and signature feedback practices provided opportunities for collaborative, critical and open learning environments conducive to the development of student feedback literacy. Students were afforded ongoing opportunities to perform their work-in-progress and see first-hand the work of peers, facilitating space in the curriculum for meaningful dialogue surrounding the enactment of feedback. Questionnaire data indicated that students understood the role of feedback in their learning but sometimes struggled to generate feedback for their peers and apply it to their own work. The main significance of the research lies in showing how signature feedback practices enable the integration of curriculum and assessment and carry potential to support the development of teacher and student feedback literacy.

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“…It is possible that self-assessment could be effective by incorporating training to acquire metacognitive skills as a learning environment design. Fong et al (2018) stated that it is important for the receiver of the assessment to trust the giver to make an effective assessment. In our scenario, the partners of peerassessment were just classmates, and it is possible that a sufficient relationship of trust could not be built over 5 weeks.…”

Section: Limitations and Prospectsmentioning

confidence: 99%

A Class Practice Study of Intervention Effect of Interactive Assessment on Learning Goal Orientation

Yokoyama

Miwa

2021

Front. Psychol.

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While focusing on the moderating effects of initial performance-approach goal orientation and performance-avoidance goal orientation, this study aimed to examine the effects of self- and peer-assessment on the growth of learning goal orientation. We set up a control group and two experimental groups (self-assessment and peer-assessment groups) and conducted experimental lessons. The responses of the 63 subjects (control group: n = 14; self-assessment group: n = 25; peer-assessment group: n = 24) who attended these lessons were analyzed. The following observations were made: (1) the effect of peer-assessment on the growth of learning goal orientation may change depending on the initial performance-approach goal orientation or performance-avoidance goal orientation; (2) to increase learning goal orientation for students who have high performance-approach goal orientation or low performance-avoidance goal orientation, peer-assessment is effective; and (3) to increase learning goal orientation for students who have low performance-approach goal orientation or high performance-avoidance goal orientation, peer-assessment appears to be counterproductive.

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When feedback signals failure but offers hope for improvement: A process model of constructive criticism

Cited by 56 publications

References 44 publications

A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA

A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA

Signature feedback practices in the creative arts: integrating feedback within the curriculum

A Class Practice Study of Intervention Effect of Interactive Assessment on Learning Goal Orientation

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