Adams, A and Wilson, HK (2017) Sustainable feedback and academic attainment: Exploring the links in the modern Higher Education student. Innovations in Practice, 11 (1). pp. 12-17. ISSN 1757-921X

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Abstract

The expectation of current Higher Education students is that they are an independent, self-regulated learner who works in partnership with their institution to engender life-long learning skills, skills which can be applied in both education and employment. Such learners are able to monitor, direct and optimise their own learning by effectively evaluating their progress towards achieving their learning goals, proceeding with confidence, determination and resilience towards their desired outcomes. The central thesis advanced here is that a dialogic, sustainable feedback cycle may be the most valuable mechanism through which to develop such learners. We propose that through dialogue around feedback and effective engagement with the feedback provided, students may develop agency in their studies and improve their mental toughness and academic self-efficacy, enabling them to both set, and evaluate progress towards self-determined learning goals and thus enter into a beneficial learning partnership with agents of their institution.

Item Type:	Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Natural Sciences & Psychology (closed 31 Aug 19)
Publisher:	LJMU
Date Deposited:	15 Mar 2018 12:05
Last Modified:	17 Jan 2024 16:31
URI:	https://researchonline.ljmu.ac.uk/id/eprint/8268

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