The development and validation of the Student Self-feedback Behavior Scale
Though the importance and benefits of students’ active role in the feedback process have been widely discussed in the literature, an instrument for measuring students’ self-feedback behavior is still lacking. This paper reports the development and validation of the Self-feedback Behavior Scale (SfBS...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1495684/full |
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| Summary: | Though the importance and benefits of students’ active role in the feedback process have been widely discussed in the literature, an instrument for measuring students’ self-feedback behavior is still lacking. This paper reports the development and validation of the Self-feedback Behavior Scale (SfBS), which comprises three dimensions (seeking, processing, and using feedback). The SfBS items were constructed in line with the self-feedback behavioral model. One thousand two hundred fifty-two high school students (Grade 10 to Grade 12) in mainland China participated in this survey. The exploratory factor analysis revealed a three-factor model reaffirmed in the confirmatory factor analysis. The multi-group CFA supported the measurement invariance of the SfBS across gender. Using the SfBS can help researchers and teachers better understand students’ self-feedback behavior and optimize benefits derived from the self-feedback process. |
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| ISSN: | 1664-1078 |