Finding Collective Strength in Collective Despair; Exploring the Link between Generic Critical Feedback and Student Performance

Autor/in	Breslin, Dermot
Titel	Finding Collective Strength in Collective Despair; Exploring the Link between Generic Critical Feedback and Student Performance
Quelle	In: Studies in Higher Education, 46 (2021) 7, S.1312-1324 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Breslin, Dermot)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1688283
Schlagwörter	Feedback (Response); Performance Factors; Academic Achievement; Student Satisfaction; Student Motivation; Undergraduate Students; Business Administration Education; Group Unity; Group Testing; Teamwork; Criticism; Formative Evaluation; Summative Evaluation; Resilience (Psychology); Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Leistungsindikator; Schulleistung; Schulische Motivation; Gruppenidentität; Gruppentest; Kritik; Ausland; Großbritannien
Abstract	Whilst formative feedback has been highlighted as a key element in both student satisfaction and learning, research highlights the dissatisfaction of both tutors and students with its effectiveness in improving performance. This study tracks changes in undergraduate student satisfaction and performance across three cohorts in response to variations in group-level feedback. The findings of the study show that an increased level of generic critical feedback targeted at the group had a positive impact on individual student performance, but a corresponding negative impact of student satisfaction scores. Thus, whilst the student cohort experienced a sense of collective despair, this did not constrain their ability to change and adapt to the feedback given. It is argued that instead of triggering a process of self-reflection and peer comparison, the group feedback given, increased team spirit and collective action, resulting in improved academic buoyancy and performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01