How Students Respond to Critical Feedback from Teaching Assistants: The Effect of Instructor and Feedback Characteristics on Perceptions of Credibility, Efficacy, Affect, and Self-Esteem
Ioana A. Cionea, Britney N. Gilmore, Anthony T. Machette, P. Kavya
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引用次数: 0
Abstract
This study (N = 788) investigated experimentally how students respond to critical instructor feedback by manipulating teaching assistant (TA) cultural background and experience, and feedback wording and detail. Open-ended responses were also elicited to learn about students’ reactions to such feedback. Results indicated that instructor competence and trustworthiness differed based on TA background, experience, and feedback wording. Instructor goodwill differed based on feedback wording and detail. Finally, feedback wording lowered students’ self-efficacy and increased students’ negative affect when worded negatively vs. affirmatively. Open-ended data revealed students respond to critical feedback by implementing it, seeking further clarification but also reacting affectively, or figuring out alternatives.
期刊介绍：
Published quarterly since 1937, the Western Journal of Communication is one of two scholarly journals of the Western States Communication Association (WSCA). The journal is dedicated to the publication of original scholarship that enhances our understanding of human communication. Diverse theoretical and methodological perspectives are welcome. WJC"s longstanding commitment to multiple approaches, perspectives, and issues is reflected by its history of publishing research across rhetorical and media studies, interpersonal and intercultural communication, critical and cultural studies, language behavior, performance studies, small group and organizational communication, freedom of speech, and health and family communication.
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