The Power of Perceived Feedback Utility: A Qualitative Analysis of Its Impact on Behavioral Engagement

• In Event: Measuring and Supporting Student Success

Abstract

This study examined how university students' perceptions of feedback utility (FUT) influenced their behavioral engagement with teacher feedback. Using the coding guide of feedback behaviors (Dawson et al., 2024), we analyzed students’ feedback behaviors: seeking feedback information, making sense of feedback information, and using feedback information. Results showed that high FUT enhanced students’ behavioral engagement across these behaviors. Conversely, low FUT was generally linked to disengagement. However, some students continued to engage with feedback even when FUT was low, either by persistently seeking additional feedback or by analytically evaluating the relevance of feedback to their performance. These findings highlight the complex relationship between students’ FUT and their engagement behaviors, emphasizing the importance of individual differences in affecting feedback effectiveness.

Authors

• Qishuai Zhang, The Education University of Hong Kong

• Lan Yang, Education University of Hong Kong