Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback: A BEME scoping review: BEME Guide No. 66

Little is known of processes by which feedback affects learners to influence achievement. This review maps what is known of how learners interact with feedback, to better understand how feedback affects learning strategies, and to explore enhancing and inhibiting factors. Pilot searching indicated a wide range of interpretations of feedback and study designs, prompting the use of scoping methodology. Inclusion criteria comprised: (i) learners (undergraduate, postgraduate, continuing education) who regularly receive feedback, and (ii) studies that associated feedback with subsequent learner reaction. The screening was performed independently in duplicate. Data extraction and synthesis occurred via an iterative consensus approach. Self-regulatory learning theory (SRL) was used as the conceptual framework. Of 4253 abstracts reviewed, 232 were included in the final synthesis. Understandings of feedback are diverse; a minority adopt recognised definitions. Distinct learner responses to feedback can be categorized as cognitive, behavioural, affective, and contextual with complex, overlapping interactions. Importantly emotional responses are commonplace; factors mediating them are pivotal in learner recipience. Feedback benefits learners most when focussed on learner needs, via engagement in bi-directional dialogue. Learner emotions must be supported, with the construction of positive learner-teacher relationships. A developmental agenda is key to learner’s acceptance of feedback and enhancing future learning.

目前学界对反馈影响学习者、进而作用于学习成就的具体机制仍知之甚少。本综述旨在梳理当前学界关于学习者与反馈互动模式的既有认知，以深入解析反馈对学习策略的影响路径，并探究反馈发挥作用的促进与抑制因素。预检索结果显示，现有研究对反馈的定义与研究设计存在诸多差异化解读，因此本研究采用范围综述方法（scoping methodology）开展研究。本次综述的纳入标准如下：（1）定期接收反馈的学习者（涵盖本科生、研究生及继续教育学习者）；（2）探讨反馈与后续学习者反应之间关联的研究。文献筛选工作采用双人独立重复开展的方式进行。数据提取与综合分析环节采用迭代共识法完成。本研究以自我调节学习理论（Self-regulatory learning theory, SRL）作为核心概念框架。本次研究共检索并审阅4253篇学术摘要，最终纳入232篇进行最终综合分析。学界对反馈的认知存在显著分歧，仅有少数研究采用了学界公认的反馈定义。学习者针对反馈的不同反应可划分为认知、行为、情感与情境四大维度，各维度间存在复杂且相互交织的互动关系。尤为关键的是，情感反应在学习者群体中十分普遍；而介导情感反应的各类因素，对学习者接纳反馈至关重要。若反馈聚焦于学习者的实际需求，并通过双向对话的方式开展，便能最大程度地助力学习者获益。需重视对学习者情感的支持，并积极构建良好的师生关系。制定针对性的发展规划，是学习者接纳反馈并提升后续学习效果的核心关键。