TY - JOUR
T1 - Development of a measure of receptivity to instructional feedback and examination of its links to personality
AU - Lipnevich, Anastasiya A.
AU - Gjicali, Kalina
AU - Asil, Mustafa
AU - Smith, Jeffrey K.
N1 - CRediT authorship contribution statement: Anastasiya A. Lipnevich: Conceptualization, Methodology, Writing - original draft. Kalina Gjicali: Formal analysis, Writing - review & editing. Mustafa Asil: Formal analysis.
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
PY - 2021/2/1
Y1 - 2021/2/1
N2 - The purpose of this study was to report on the construction of an instrument to measure receptivity to instructional feedback (RIF) and provide initial validity evidence for its use. We also explored the degree to which students' receptivity of instructional feedback was associated with their the Big Five personality traits of Conscientiousness, Agreeableness, Neuroticism, Openness, and Extraversion. Confirmatory Factor Analysis suggested that the 4-factor initially hypothesized model that comprised experiential attitudes, instrumental attitudes, cognitive engagement with feedback, and behavioural engagement with feedback componets had good model fit. Out of the five personality dimensions, Conscientiousness and Openness were the strongest predictors of the receptivity components, especially of students' behavioural engagement with feedback. This study presents initial validity evidence of the utility of the RIF scale
AB - The purpose of this study was to report on the construction of an instrument to measure receptivity to instructional feedback (RIF) and provide initial validity evidence for its use. We also explored the degree to which students' receptivity of instructional feedback was associated with their the Big Five personality traits of Conscientiousness, Agreeableness, Neuroticism, Openness, and Extraversion. Confirmatory Factor Analysis suggested that the 4-factor initially hypothesized model that comprised experiential attitudes, instrumental attitudes, cognitive engagement with feedback, and behavioural engagement with feedback componets had good model fit. Out of the five personality dimensions, Conscientiousness and Openness were the strongest predictors of the receptivity components, especially of students' behavioural engagement with feedback. This study presents initial validity evidence of the utility of the RIF scale
KW - Engagement with feedback
KW - Feedback
KW - Receptivity
KW - Validity evidence
KW - the Big Five
UR - http://www.scopus.com/inward/record.url?scp=85084736393&partnerID=8YFLogxK
U2 - 10.1016/j.paid.2020.110086
DO - 10.1016/j.paid.2020.110086
M3 - Article
VL - 169
JO - Personality and Individual Differences
JF - Personality and Individual Differences
SN - 0191-8869
M1 - 110086
ER -