Cracking the Code: Essential Predictors of Receptivity to Instructional Feedback in Higher Education

• In Event: AERA Poster Session Saturday 11:45 am
  In Poster Session: Global Perspectives on Classroom Assessment

Abstract

This study investigates how individual differences, including personality traits, gender, and GPA, predict pre-service teachers’ receptivity to instructional feedback within a Turkish higher education context. Drawing on the MISCA framework, data were collected from 224 pre-service teachers using validated measures of personality traits and feedback receptivity. Multiple regression analyses revealed that Agreeableness, Openness, and Conscientiousness significantly predicted behavioral, cognitive, and experiential engagement with feedback. GPA also positively predicted feedback engagement, while gender showed no significant effect. As the first study of its kind in a non-Western context with pre-service teachers, these findings underscore the importance of tailoring feedback practices to individual differences in teacher education, contributing to both the feedback literacy literature and culturally contextualized pedagogical design.

Author

• Basak Calik, Istanbul Medeniyet University