University of Technology Sydney. Faculty of Engineering and Information Technology.Feedback literacy is increasingly recognised as a critical component in enhancing students’ learning, motivation, and academic performance in higher education. Consequently, the adaptation and validation of feedback literacy measurement instruments is an active field of research. To address the limitations of student feedback literacy instruments that were available at the time that this research was conducted, this thesis seeks to adapt and validate a Student Feedback Literacy Scale (SFLS), originally developed in a Chinese context by Zhan (2022), for use in Western higher education settings.
The thesis makes contributions to three research questions:
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The SFLS, originally developed for a Chinese context, was carefully adapted to ensure cultural relevance in Western educational environments. This process involved modifying language, examples, and contextual elements, followed by rigorous validation using exploratory and confirmatory factor analyses. The results indicated significant changes in the factor structure, reflecting the cultural and educational differences between Eastern and Western contexts.
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The study explored the relationships between the dimensions of feedback literacy, as measured by this new instrument, and key learning constructs, namely intrinsic motivation, self-regulation, and peer feedback. Pearson correlation analysis revealed significant positive associations, highlighting the interrelatedness of these constructs in fostering effective feedback engagement.
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The research examined the relationship between feedback literacy and academic performance, using correlational analysis. The findings suggest that while feedback literacy is crucial for engaging with feedback processes, its direct impact on academic performance is modest and may be moderated by other factors such as the quality of feedback received and individual differences in learning strategies.
While the findings from this study offer valuable insights into the relationships between feedback literacy, intrinsic motivation, self-regulation, and academic performance, they also indicate that the direct impact of feedback literacy on academic outcomes is complex and influenced by various factors. These results should be interpreted with caution, and further research is recommended to explore the nuances of feedback literacy across diverse educational settings
