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Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes
Open accessAbstract
Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195 outputs published between 1985 and early 2014, we identified various factors that have been proposed to influence the likelihood of feedback being used. Furthermore, we identified diverse interventions with the common aim of supporting and promoting learners' agentic engagement with feedback processes. We outline the various components used in these interventions, and the reports of their successes and limitations. Moreover we propose a novel taxonomy of four recipience processes targeted by these interventions. This review and taxonomy provide a theoretical basis for conceptualizing learners' responsibility within feedback dialogues and for guiding the strategic design and evaluation of interventions.
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“This supports contemporary feedback scholarship, which views feedback as an active process of learner sense-making and action rather than the passive transmission of information [2, 4, 20, 27, 67].”
From Making AI-Generated Feedback Matter: A Large-Scale Study of Feedback Workflows and Student Enactment (2026) · cites this paper as [4]
In the citing paper
“The feedback component, in particular, requires careful consideration in its design and delivery, as its effectiveness depends not only on the content and timing but also on students' receptivity and ability to implement suggested improvements [8][9][10].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [10]
In the citing paper
“In contrast, the phase of receiving feedback appears to be more complex (e.g., Lipnevich & Smith, 2022;Winstone et al., 2017)”
From Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis (2025) · cites this paper as Winstone et al., 2017
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“Also, mediated feedback was mostly delivered using some sort of technology which has been found to have mixed responses from students (Winstone et al. 2017).”
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Self-citationA Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions
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“Feedback is effective for learning when students make sense of it and they are willing to act on it (Winstone et al., 2017).”
BackgroundFeedback literacy: a critical review of an emerging concept
Nieminen, J. H., & Carless, D. R. (2022) · Higher Education · doi:10.1007/s10734-022-00895-9 · Cited by 212
“Such transmission models often do not fulfill students’ perceived needs, promote purposeful engagement or appeal to students’ affective preferences (O’Donovan, 2017; Winstone et al., 2017).”
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“But on the other hand, students have to receive the feedback given from their peers, reflect on it and use it to improve their future work, which takes a lot of student efficacy, empathy and trust (Winstone et al. 2017).”
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Student Perceptions of Assessment Feedback: A Critical Scoping Review and Call for Research
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“It is increasingly acknowledged that without active student engagement, feedback can be ineffective for learning (Winstone et al. 2017).”
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“Winstone et al. (2016) caution ‘‘Inevitably, the benefits of receiving feedback are not uniform across all circumstances, so it is imperative to understand how these gains can be maximized’’ (p. 1).”
BackgroundGuidelines: The dos, don’ts and don’t knows of remediation in medical education
Chou, C. L., Kalet, A. L., Costa, M. J., Cleland, J., & Winston, K. (2019) · Perspectives on Medical Education · doi:10.1007/s40037-019-00544-5 · Cited by 144
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“…a general level, a variety of interventions might help students to engage better with feedback, for example the use of self- and peer-assessment exercises, providing feedback literacy workshops, or withholding students’ grades until after they have responded to the advice (Winstone et al., 2017).”
BackgroundInfluentialSelf-citationFeedback literacies as sociomaterial practice
Gravett, K. (2020) · Critical Studies in Education · doi:10.1080/17508487.2020.1747099 · Cited by 150
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McCallum, S., & Milner, M. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1754761 · Cited by 162
“It is important to consider the students’ views of feedback and to ensure feedback messages are clear in order to enhance feedback literacy and feedback recipience (Winstone et al. 2017).”
BackgroundStudent agency in feedback: beyond the individual
Nieminen, J. H., Tai, J., Boud, D. J., & Henderson, M. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1887080 · Cited by 134
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Carless, D. R. (2019) · Higher Education Research & Development · doi:10.1080/07294360.2019.1684455 · Cited by 123
“This quotation summarises students’ difficulties in summoning the volition to act on feedback over the longer term, reinforcing previous literature (Price et al., 2011; Winstone et al., 2017).”
BackgroundA meta-review of the student role in feedback
der Kleij, F. M. V., Adie, L. E., & Cumming, J. (2019) · International Journal of Educational Research · doi:10.1016/j.ijer.2019.09.005 · Cited by 150
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“Students often use both inquiry and monitoring feedback-seeking strategies (Winstone et al. 2017a; Joughin et al. 2021; Leenknecht, Hompus, and van der Schaaf 2019).”
InfluentialCan students’ feedback literacy be improved? A scoping review of interventions
Little, T., Dawson, P., Boud, D. J., & Tai, J. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2177613 · Cited by 118
“This includes investigating drivers of student engagement like ‘proactive recipience’ (Winstone et al. 2017), or purposefully embedding feedback tasks at opportune times in the curriculum (Malecka, Boud, and Carless 2022).”
Background“It’s yours to take”: generating learner feedback literacy in the workplace
Noble, C., Billett, S. R., Armit, L., Collier, L., Hilder, J., Sly, C., & Molloy, E. (2019) · Advances in Health Sciences Education · doi:10.1007/s10459-019-09905-5 · Cited by 138
Online peer feedback patterns of success and failure in argumentative essay writing
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“This is in line with the prior studies that highlight the importance of descriptive and constructive features of feedback for peers ’ work improvement (Winstone et al., 2016; Yuan & Kim, 2015).”
ResultMeasuring what learners do in feedback: the feedback literacy behaviour scale
Dawson, P., Yan, Z., Lipnevich, A. A., Tai, J., Boud, D. J., & Mahoney, P. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2240983 · Cited by 145
Building Feedback Literacy: Students’ Perceptions of the Developing Engagement With Feedback Toolkit
Winstone, N., Mathlin, G., & Nash, R. A. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00039 · Cited by 131
Self-citationStudents' perceptions of teachers' feedback practice in teaching English as a foreign language
Vattøy, K.-D., & Smith, K. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.06.024 · Cited by 137
Online peer feedback in higher education: A synthesis of the literature
Kerman, N. T., Banihashem, S. K., Karami, M., Er, E., van Ginkel, S., & Noroozi, O. (2024) · Education and Information Technologies · doi:10.1007/s10639-023-12273-8 · Cited by 109
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Using learning analytics to understand student perceptions of peer feedback
Misiejuk, K., Wasson, B., & Egelandsdal, K. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106658 · Cited by 98
Turning Self-Assessment into Self-Feedback
Panadero, E., Lipnevich, A. A., & Broadbent, J. (2019) · Springer eBooks · doi:10.1007/978-3-030-25112-3_9 · Cited by 108
Discipline-specific feedback literacies: A framework for curriculum design
Winstone, N., Balloo, K., & Carless, D. R. (2020) · Higher Education · doi:10.1007/s10734-020-00632-0 · Cited by 112
Self-citationKyaruzi, F. M., Strijbos, J.-W., Ufer, S., & Brown, G. (2019) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2019.1593103 · Cited by 104
“Although most literature advocating this conception of feedback is grounded in higher education (Carless & Boud, 2018; Jonsson, 2013; Winstone et al., 2017), this conception is likely equally applicable to secondary schools.”
BackgroundWood, J. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1914544 · Cited by 108
“…calls to research by Handley, Price, and Millar (2011) and Winstone et al. (2017a) to attempt to ‘counter the invisibility of learners’ engagement’ (Winstone et al. 2017a, p34), and in an attempt to understand the lived experience of participants, I sought to use methods that could help explore…”
BackgroundMethodInfluentialGenerative artificial intelligence as an enabler of student feedback engagement: a framework
Zhan, Y., Boud, D., Dawson, P., & Yan, Z. (2025) · Higher Education Research & Development · doi:10.1080/07294360.2025.2476513 · Cited by 94
“Even with high-quality information, students won’t improve unless they actively receive, understand, and act on it (Winstone et al., 2017).”
InfluentialA dialogic technology-mediated model of feedback uptake and literacy
Wood, J. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1852174 · Cited by 96
“As an act of communication, the feedback uptake process is also mediated and influenced by characteristics of the feedback context, message, provider and receiver (Winstone, Nash, and Parker et al. 2017).”
BackgroundInfluentialLim, L.-A., Dawson, S., Gašević, D., Joksimović, S., Pardo, A., Fudge, A., & Gentili, S. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1782831 · Cited by 113
“Winstone et al. (2017) proposed four potential groups of factors that can influence students ’ engagement with feedback as a communicative process, namely: characteristics and behaviour of the receiver; characteristics and behaviour of the sender; characteristics of the message; and characteristics…”
BackgroundMethodInfluentialStudent engagement with feedback and attainment: the role of academic self-efficacy
Adams, A.-M., Wilson, H. K., Money, J., Palmer-Conn, S., & Fearn, J. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1640184 · Cited by 111
“Winstone et al. (2017a) have referred to a learner’s ‘proactive recipience’, ‘a state or activity of engaging actively with feedback processes’ (p.17) to capture both the attitudes and behaviours required to optimise the potential of feedback to enhance future learning.”
BackgroundInfluentialWinstone, N., Hepper, E. G., & Nash, R. A. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1693510 · Cited by 84
Self-citationStudents’ perceptions of the role of assessments at higher education
Lynam, S., & Cachia, M. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1329928 · Cited by 84
“For feedback to initiate learning, students must fully engage with it and act on their feedback to improve their work (Winstone et al. 2016).”
BackgroundVattøy, K.-D. (2019) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2019.100828 · Cited by 99
Rodríguez-Ortiz, M. Á., Santana-Mancilla, P. C., & Anido, L. (2025) · Applied Sciences · doi:10.3390/app15158679 · Cited by 122
Feedback that works: a realist review of feedback interventions for written tasks
Ajjawi, R., Kent, F., Broadbent, J., Tai, J. H.-M., Bearman, M., & Boud, D. (2022) · Studies in Higher Education · doi:10.1080/03075079.2021.1894115 · Cited by 91
“Winstone et al. (2017) found that students’ motivation and their ability to self-regulatewere key to their engagementwith feedback.”
Background"Check the Grade, Log Out": Students' Engagement with Feedback in Learning Management Systems
Winstone, N., Bourne, J., Medland, E., Niculescu, I., & Rees, R. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1787331 · Cited by 73
Self-regulation and student engagement with feedback: The case of Chinese EFL student writers
Yang, L., & Zhang, L. J. (2023) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2023.101226 · Cited by 86
Welcome to the oops club!: Varied patterns of mistake responses in a veteran teacher’s classroom
Donaldson, M. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1240411 · Cited by 72
Examining students’ feedback engagement and assessment experiences: a mixed study
Vattøy, K.-D., Gamlem, S. M., & Rogne, W. M. (2020) · Studies in Higher Education · doi:10.1080/03075079.2020.1723523 · Cited by 71
Facilitating Students’ Active Engagement with Feedback
Jönsson, A., & Panadero, E. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.026 · Cited by 69
Fraile, J., Bravo, P. R., Zamorano-Sande, D., & Orgaz-Rincón, D. (2021) · Retos · doi:10.47197/retos.v42i0.87067 · Cited by 70
Winstone, N., & Boud, D. J. (2018) · Higher Education Research & Development · doi:10.1080/07294360.2018.1532985 · Cited by 89
“…approach in practice is that this approach has dominated the literature on assessment and feedback (Ajjawi & Boud, 2017), despite continuing shifts towards more learning-focused approaches to feedback (e.g. Nicol, 2010; Jonsson, 2013; Price et al., 2011 Carless, 2015; Winstone et al., 2017).”
Self-citationLui, A. M., & Andrade, H. L. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751548 · Cited by 71
“The Interplay between Interpretations, Emotions, and Decision-Making Interpretations about the feedback, emotions elicited by the feedback, and the decisions made about next steps are modeled as distinct processes in Figure 1, but the dotted bi-directional arrows between them represent research and theories that ackno…”
BackgroundMethodInfluentialStructural validity and invariance of the Feedback Perceptions Questionnaire
Strijbos, J.-W., Pat‐El, R., & Narciss, S. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.100980 · Cited by 87
“…the interplay of internal and external feedback and resultant (non)processing of external feedback, recent research emphasizes the agency and active role of the recipient in processing feedback (Boud & Molloy, 2013; Price, Handley, & Millar, 2011; Strijbos & Müller, 2014; Winstone et al., 2017).”
BackgroundBrooks, C., Burton, R., der Kleij, F. M. V., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103387 · Cited by 77
Balloo, K., Evans, C., Hughes, A., Zhu, X., & Winstone, N. (2018) · Frontiers in Education · doi:10.3389/feduc.2018.00069 · Cited by 74
“For example, criterion-referencing5 is a common characteristic of self-assessment6 (Andrade and Du, 2007), which can be seen as a form of self-feedback (Andrade and Du, 2007; Winstone et al., 2017) encompassing the self-regulatory skills of self-monitoring and self-evaluation (Panadero et al.”
BackgroundMethodSelf-citationStudents’ sense-making of personalised feedback based on learning analytics
Lim, L.-A., Dawson, S., Gašević, D., Joksimović, S., Fudge, A., Pardo, A., & Gentili, S. (2020) · Australasian Journal of Educational Technology · doi:10.14742/ajet.6370 · Cited by 66
“Feedback is only effective when students make sense of it and are willing to act on it (Price et al., 2010; Winstone et al., 2017).”
BackgroundInfluentialWang, D., & Han, H. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12502 · Cited by 77
Panadero, E. (2023) · Educational Psychologist · doi:10.1080/00461520.2023.2223642 · Cited by 76
“Examples of that shift are the work on feedback literacy (Carless & Boud, 2018), new definitions of feedback (Boud & Molloy, 2013), or students’ agentic use of feedback (Winstone et al., 2017).”
BackgroundMethodInfluentialWhat matters for productive feedback? Disciplinary practices and their relational dynamics
Esterhazy, R. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1463353 · Cited by 72
Krijgsman, C., Mainhard, T., van Tartwijk, J., Borghouts, L. B., Vansteenkiste, M., Aelterman, N., & Haerens, L. L. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.12.005 · Cited by 76
Joughin, G., Boud, D. J., Dawson, P., & Tai, J. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1733491 · Cited by 69
Zhang, Z. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1933900 · Cited by 86
Toward a cohesive psychological science of effective feedback
Winstone, N., & Nash, R. A. (2023) · Educational Psychologist · doi:10.1080/00461520.2023.2224444 · Cited by 71
“And to realize its impact, learners may need to review their prior performance, seek opportunities to discuss and clarify the feedback, and set goals (Winstone et al., 2017).”
BackgroundMethodInfluentialSelf-citationEspasa, A., Saíz, R. M. M., Guasch, T., & Melo, M. M. (2019) · Active Learning in Higher Education · doi:10.1177/1469787419891307 · Cited by 68
“Three, feedback must be useful, meaning that students can engage with it, becoming active agents by taking advantage of feedback and turning it into improved learning outcomes (Boud and Molloy, 2013; Price et al., 2011; Winstone et al., 2017).”
BackgroundEducators’ perceptions of responsibility-sharing in feedback processes
Winstone, N., Pitt, E., & Nash, R. A. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1748569 · Cited by 64
Self-citationHouston, D. J., & Thompson, J. N. (2017) · Journal of University Teaching and Learning Practice · doi:10.53761/1.14.3.2 · Cited by 61
Winstone, N., Ajjawi, R., Dirkx, K., & Boud, D. J. (2021) · Studies in Higher Education · doi:10.1080/03075079.2021.1916909 · Cited by 67
“cesses (e.g. Ajjawi and Boud 2017; Carless and Boud 2018; Winstone et al. 2017), the transition from passive to active is not universally adopted.”
BackgroundSelf-citationWong, I. H. M., & Wong, T. T. Y. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102012 · Cited by 59
Pitt, E., & Winstone, N. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1437594 · Cited by 59
Self-citationWang, S., & Zhang, D. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1718599 · Cited by 67
Feedback cultures, histories and literacies: international postgraduate students’ experiences
Rovagnati, V., Pitt, E., & Winstone, N. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1916431 · Cited by 65
“For this to be productive, student capacity and willingness to proactively engage with feedback is paramount (Boud and Molloy 2013; Winstone et al. 2017; Winstone, Mathlin, and Nash 2019; Carless 2020), as is their development of feedback literacy.”
BackgroundSelf-citationWhat Is My Next Step? School Students' Perceptions of Feedback
Brooks, C., Huang, Y., Hattie, J., Carroll, A., & Burton, R. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00096 · Cited by 58
Factors influencing students’ peer feedback uptake: instructional design matters
Juan, C. M., Ion, G., & Vicario, A. D. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1726283 · Cited by 62
Buckingham Shum, S., Lim, L.-A., Boud, D., Bearman, M., & Dawson, P. (2023) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-023-00410-9 · Cited by 77
“Furthermore, students’ feedback literacy is enhanced when they trust their teachers (Boud & Carless, 2018; Winstone et al., 2017).”
BackgroundSchillings, M., Roebertsen, H., Savelberg, H., van Dijk, A., & Dolmans, D. (2021) · Higher Education Research & Development · doi:10.1080/07294360.2020.1798889 · Cited by 56
Perception of online feedback and its impact on cognitive and emotional engagement with feedback
Saíz, R. M. M., Espasa, A., Guasch, T., & Melo, M. M. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10948-2 · Cited by 67
“Different studies have pointed to different strategies to promote student engagement with feedback (Winstone et al., 2017).”
BackgroundXu, Y., & He, L. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00145 · Cited by 55
Kia, F. S., Teasley, S. D., Hatala, M., Karabenick, S. A., & Kay, M. (2020) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3375462.3375472 · Cited by 56
“We also included a " Grade Distribution " view (Figure 3) because this is the most typical performance information provided in student dashboards, and one that prior research has shown that students access frequently [13, 51].”
Background
Metadata
- Authors
- Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J.
- Affiliations
- University of Surrey (GB)
- Aston University (GB)
- Corresponding author
- Winstone, Naomi E.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2016-09-08
- Volume
- 52
- Issue
- 1
- Pages
- 17-37
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2417988078
- Cited by
- 884
- References
- 125
- Citations by year
- 2026: 186 · 2025: 118 · 2024: 106 · 2023: 124 · 2022: 96 · 2021: 81 · 2020: 65 · 2019: 61 · 2018: 32 · 2017: 13 · 2016: 2
- FWCI
- 14.10
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Educational Psychologist (publishedVersion, cc-by)
- Surrey Research Insight Open Access (The University of Surrey) (submittedVersion)
- Aston Publications Explorer (Aston University) (submittedVersion)
- Own your potential (DEAKIN) (submittedVersion)
- Figshare (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- feedback, student engagement, feedback use, feedback interventions, student responsibility, feedback dialogue, metacognition
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