Students' perceptions on different sources of self-feedback

Feedback is crucial for improving student learning. In this regard, overcoming the transmissive conception of feedback, in favour of its dialogic function, introduces new reflections concerning the internal generative feedback process. In this regard, Nicol (2020; 2021) outlines the concept of self-feedback, i.e. the continuous comparative process that students produce from various external information and sources triggering internal feedback. 

Our research aims to explore students' perceptions concerning the activation of internal/self-feedback, investigating which sources are most effective from their point of view and researching the relationships between different individual characteristics. The results show that students' individual differences and contextual cultural factors might play a crucial role in creating ideal environments to enable the generation of self-feedback. Finally, students consider the teacher to be most effective in activating self-feedback, and many have never experienced self-feedback or automated feedback situations.

This record contains the open dataset adopted in the study, jointly with the R script used with the data.