Receptivity to Instructional Feedback

Abstract

Abstract. The purpose of this study was to report validity evidence for the instrument intended to measure receptivity to instructional feedback in a sample of secondary school students from Singapore ( N = 314). We tested a nested hierarchy of hypotheses for addressing the cross-group (i.e., gender) invariance and compared means on the receptivity to feedback subscales between gender groups. We also examined whether receptivity to feedback predicted student grades. The four-factor hypothesized model comprising experiential attitudes, instrumental attitudes, cognitive engagement, and behavioral engagement with feedback had a good model fit. Multi-group confirmatory factor analysis supported configural, metric, partial scalar, partial strict as well as variance and covariance invariance across gender groups. After controlling for gender, cognitive engagement, and experiential attitudes predicted increments in grades, suggesting evidence for discriminant validity among the receptivity factors as well as their relevance for the prediction of meaningful educational outcomes.