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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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“, 2019) or using prompts to encourage students’ engagement with the feedback (Winstone et al., 2017) could strengthen the results.”
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“For instance, Winstone et al.’s (2017) review of 195 feedback studies suggested a strong mediational power of individual learner differences—that is, learners’ attitudes, beliefs, and goals ultimately determined the effectiveness of feedback reported in observational and experimental studies.”
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“In addition, these factors interact in very complex ways (Jonsson, 2013; Jonsson & Panadero, 2018; Winstone et al., 2016).”
BackgroundValdivia, I. M. Á., Manero, B., Romero-Hernández, A., Cárdenas, M. M., & Masó, I. (2024) · Virtual Reality · doi:10.1007/s10055-024-00973-6 · Cited by 36
“As argued by Winstone et al. (2017), peer feedback can foster motivation to learn, engagement, agency (thinking about actions that can be taken with the knowledge acquired) and shared responsibility for ensuring that feedback is effective to improve future actions, which can result in improved…”
Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study
da Cunha, J. S., Rosário, P. J. S. L. F., Núñez, J. C., Vallejo, G., Martins, J. A. O., & Högemann, J. (2019) · Metacognition and Learning · doi:10.1007/s11409-019-09200-z · Cited by 27
Feedback engagement of Chinese international doctoral students
Xu, L., Teng, L. S., & Cai, J. (2020) · Studies in Continuing Education · doi:10.1080/0158037x.2020.1718634 · Cited by 27
Johnson, C., Keating, J. L., Leech, M. T., Congdon, P. D., Kent, F., Farlie, M. K., & Molloy, E. (2021) · BMC Medical Education · doi:10.1186/s12909-021-02722-8 · Cited by 34
Friction: Deciphering Writing Feedback into Writing Revisions through LLM-Assisted Reflection
Zhang, C., Ju, K., Bidoshi, P., Yen, Y.-C. G., & Rzeszotarski, J. M. (2025) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3706598.3714316 · Cited by 38
Esterhazy, R., Nerland, M. B., & Damşa, C. I. (2019) · Teaching in Higher Education · doi:10.1080/13562517.2019.1686699 · Cited by 26
Molins, L. L., & Cano, E. (2023) · Journal of New Approaches in Educational Research · doi:10.7821/naer.2023.1.1127 · Cited by 32
Dialogic Feed-Forward in Assessment: Pivotal to Learning but not Unproblematic
Hill, J., & West, H. (2022) · Teaching & Learning Inquiry The ISSOTL Journal · doi:10.20343/teachlearninqu.10.20 · Cited by 27
More than words: Using digital cues to enhance student perceptions of online assignment feedback
Padgett, C. R., Moffitt, R. L., & Grieve, R. (2020) · The Internet and Higher Education · doi:10.1016/j.iheduc.2020.100789 · Cited by 25
Kasch, J., van Rosmalen, P., Henderikx, M., & Kalz, M. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1893650 · Cited by 27
“As pointed out by Alqassab, Strijbos, and Ufer (2019), research about beliefs and perceptions of feedback has mainly focussed on the feedback receiver which is why we know less about the feedback provider (Winstone et al. 2017).”
BackgroundGrieve, R., Moffitt, R. L., & Padgett, C. R. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2018.02.008 · Cited by 25
Karimova, G. Z., Kim, Y. D., & Shirkhanbeik, A. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12877-8 · Cited by 34
“This iterative process is crucial in the learning process, as it aligns with the educational philosophy that reflection upon and correction of one’s work deepens understanding and enhances skill development (Winstone et al., 2017; Shute, 2008).”
Fleckenstein, J., Jansen, T., Meyer, J., Trüb, R., Raubach, E. E., & Keller, S. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101977 · Cited by 30
Wei, W., Sun, Y., & Xu, X. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1846017 · Cited by 25
Giving away some of their powers! Towards learner agency in digital assessment and feedback
Casanova, D., Alsop, G., & Huet, I. (2021) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-021-00168-6 · Cited by 32
“Some authors have designed learner-led frameworks for feedback literacy where learners can gradually develop their own competence about acknowledging and acting upon the formative feedback received (Carless & Boud, 2018; Molloy et al., 2019; Winstone et al., 2017).”
BackgroundSupporting the uptake process with dialogic peer screencast feedback: a sociomaterial perspective
Wood, J. M. (2022) · Teaching in Higher Education · doi:10.1080/13562517.2022.2042243 · Cited by 25
“…feedback practices (i.e. extended globally-focused screencasts, with video, and sentence-level Google Doc comments with ongoing dialogues) appear to ‘ entangle ’ with socio-a ff ective and relational elements of the feedback engagement and uptake processes (Winstone et al. 2017a) in powerful ways.”
BackgroundLui, A. M., & Andrade, H. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.751549 · Cited by 43
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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