Cited by 885Student Assessment and FeedbackInnovative Teaching and Learning MethodsEducational and Psychological Assessments

The DOI matches its Crossref record; 123 of the 125 references it cites were found in a registry or an index, and 2 are not checked yet.

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

Open access

Winstone, Naomi E., Nash, Robert A., Parker, Michael, Rowntree, James·2017·Educational Psychologist

DOI 10.1080/00461520.2016.1207538

Open this paper in CoChat — free account Open PDF

Abstract

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.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Integrity signals

Registry

Crossref · 10.1080/00461520.2016.1207538

Cites

123 of 125 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

The Power of Feedback
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 1×
“Receiving feedback on one’s skills and understanding is an invaluable part of the learning process, benefiting learners far more than does simply receiving praise or punishment (Black & Wiliam, 1998; Hattie & Timperley, 2007).”
Background
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Formative assessment and self-regulated learning: A model and seven principles of good feedback practice
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Issues in Educational Research
Keeves, J. P., & Lakomski, G. (1999) · Medical Entomology and Zoology · Cited by 2,531
Joining Together: Group Theory and Group Skills
Johnson, D. W., & Johnson, F. P. (1975) · Cited by 2,315
Rethinking models of feedback for learning: the challenge of design
Boud, D., & Molloy, E. (2013) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2012.691462 · Cited by 1,636 · cited 5×
“Indeed, although the term “feedback” is commonly used in a way that connotes passivity (Ball, 2010; Boud & Molloy, 2013a, 2013b; Parboteeah & Anwar, 2009), researchers increasingly acknowledge that “if information is simply stored in memory and never used, it is not feedback” (Orsmond, Merry, &…”
BackgroundInfluential
Agency as a fourth aspect of students’ engagement during learning activities
Reeve, J., & Tseng, C.-M. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2011.05.002 · Cited by 1,618
Conditions Under Which Assessment Supports Students’ Learning
Gibbs, G., & Simpson, C. (2005) · Research Repository (University of Gloucestershire) · Cited by 1,265

Show all 125 references

Research works printed but not linked: 6

Dahllöf G., 2004, European Journal of Paediatric Dentistry, 5, 163
Gibbs G., 2004, Learning and Teaching in Higher Education, 1, 3
10.1080/21567069.2011.586677 · DOI
Hounsell D., 2007, Rethinking assessment in higher education. Learning for the longer term, 101
MacDonald R. B., 1991, Review of Research in Developmental Education, 8, 3
Millar J., 2010, Brookes e-Journal of Learning and Teaching, 2

Sorted by citations

Items 201–300 of 885

Developing a Formative Assessment Protocol to Support Professional Growth
Wylie, E. C., & Lyon, C. J. (2020) · Educational Assessment · doi:10.1080/10627197.2020.1766956 · Cited by 39
Building upon synergies among self-regulated learning and formative assessment research and practice
Greene, J. A. (2020) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2020.1802225 · Cited by 28
The role of interactive dialogue in students’ learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes
Smit, R., Hess, K., Taras, A., Bachmann, P., & Dober, H. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101777 · Cited by 44
Investigating relationships among students’ affective, behavioral and cognitive engagement with peer feedback on EFL writing
Chen, H., & Hu, G. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101430 · Cited by 28
Peer feedback in higher education: student perceptions of peer review and strategies for learning enhancement
Ardill, N. (2025) · European Journal of Higher Education · doi:10.1080/21568235.2025.2457466 · Cited by 35
“Winstone et al. (2017) further acknowledges that peer feedback may be limited in identifying areas of work for development and improvement strategies.”
What does it take to provide effective peer feedback?
Little, T., Dawson, P., Boud, D. J., & Tai, J. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2475059 · Cited by 28
“In addition, students need to ‘want’ to do well in their studies or to improve their learning, which can be difficult to address (Winstone et al. 2017; Pitt, Bearman, and Esterhazy 2020).”
Student Engagement, Learning Environments and the COVID-19 Pandemic: A Comparison between Psychology and Engineering Undergraduate Students in the UK
Limniou, M., Sedghi, N., Kumari, D. P., & Drousiotis, E. (2022) · Education Sciences · doi:10.3390/educsci12100671 · Cited by 27
“…emotions, belonging, and well-being [16], the role of feedback regarding the receiver’s and sender’s behaviour with message characteristics [17] or the impact of self-regulated learning on cognitive and socioemotional collaborative interactions supported by student-led and teacher-led…”
How students’ perception of feedback influences self-regulated learning: the mediating role of self-efficacy and goal orientation
He, J., Liu, Y., Ran, T., & Zhang, D. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00654-5 · Cited by 23
“According to previous studies, feedback with elaborated information and emotional support can help students more actively engage in using feedback and thus produce better performance (Cheng, 2017; Finn et al., 2018; Kluger & DeNisi, 1996; Nadler, 1979; Sadler, 2010; Winstone et al., 2016).”
Background
From the other side of the desk: Supervisors’ perceptions of supervisory feedback
Bastola, M. N., & Hu, G. (2023) · Journal of Second Language Writing · doi:10.1016/j.jslw.2023.100965 · Cited by 23
Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis
Phelps, R. P. (2019) · Evaluation Review · doi:10.1177/0193841x19865628 · Cited by 23
When negative feedback harms: a systematic review of the unintended consequences of negative feedback on psychological, attitudinal, and behavioral responses
Mercer, M. E., & Gulseren, D. B. (2023) · Studies in Higher Education · doi:10.1080/03075079.2023.2248490 · Cited by 22
“Finally, educators currently have limited guidance on how to alter learners ’ behavior, encouraging them to transition from being passive recipients of feedback to becoming active seekers of feedback (Winstone et al. 2017).”
Background
Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback
Barahona, C., Nussbaum, M., Martín, V., Meneses, A., Arriagada, S., Serio, Á. D., & Hilliger, I. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10173-1 · Cited by 28
“By helping their classmates (Winstone et al., 2017), students are able to learn from the activity itself, as well as from their peers (Shen et al., 2020).”
Background
A memory advantage for past-oriented over future-oriented performance feedback.
Nash, R. A., Winstone, N., Gregory, S. E. A., & Papps, E. (2018) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/xlm0000549 · Cited by 22
Self-citation
Investigating non-engagement with feedback in higher education as a social practice
Jørgensen, B. M. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1525691 · Cited by 25
Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance
Tomazin, L., Lipnevich, A. A., & Lopera-Oquendo, C. (2023) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2023.101262 · Cited by 21
Student reactions to AI versus human feedback in teamwork skills assessment
Kotlyar, I., & Krasman, J. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00555-9 · Cited by 21
“Winstone et al. (2017a) noted that feedback effectiveness depends not only on its content but also on how recipients perceive and engage with it.”
Feedback engagement as a multidimensional construct: a validation study
Gan, Z., Wei, W., & Yu, G. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2381227 · Cited by 24
“Pedagogically, for feedback to be useful, students’ active participation in the feedback process is crucial (Winstone et al. 2017).”
Why are students' self-initiated contributions important(?) A study on agentic engagement
Montenegro, A. (2019) · International Journal of Sociology of Education · doi:10.17583/rise.2019.4540 · Cited by 24
“This idea of checking “what I already know” and what “I don’t know yet” is connected to the concept of self-regulation, which is defined as “an ongoing process of monitoring and evaluating one’s own progress and strategic approaches to learning” (Winstone et al., 2016, p. 9).”
Background
Towards an idealized model of feedback uptake: longitudinal development of feedback literacy from a social constructivist perspective
Carless, D. R., & Young, S. (2024) · Studies in Higher Education · doi:10.1080/03075079.2024.2389436 · Cited by 20
“Using feedback information addresses a perennial challenge for feedback research and practice emanating from students’ limited engagement and action in response to written feedback inputs, especially when they are communicated at the end of teaching sequences (Winstone et al. 2017).”
Feedback encounters in doctoral supervision: the role of generative AI chatbots
Jensen, L. X., Bearman, M., Boud, D., & Konradsen, F. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2478155 · Cited by 20
“…years have seen feedback research change from being primarily motivated by optimising how teachers create and deliver feedback comments, to a focus on how and under what circum-stances students actively elicit and engage with feedback information to guide their learning (Winstone et al. 2017).”
Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing
Berndt, M., Strijbos, J.-W., & Fischer, F. (2022) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2022.101197 · Cited by 22
What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives
Zhan, Y. (2022) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2121380 · Cited by 21
Just plain peers across social networks: Peer-feedback networks nested in personal and academic networks in higher education
Dingyloudi, F., & Strijbos, J.-W. (2018) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2018.02.002 · Cited by 20
Self and peer feedback engagement and receptivity among medical students with varied academic performance in the clinical skills laboratory
Abraham, R. M., & Singaram, V. S. (2024) · BMC Medical Education · doi:10.1186/s12909-024-06084-9 · Cited by 20
“It involves practical strategies to improve feedback quality and encompasses learner engagement and satisfaction [5].”
Background
The effectiveness of blended learning with combined synchronized and unsynchronized settings on self-efficacy and learning achievement
Budhyani, I. D. A. M., Candiasa, M., Sutajaya, M., & Nitiasih, P. K. (2022) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v11i1.22178 · Cited by 19
The effectiveness and challenges implementing a formative assessment professional development program
Berisha, F., Vula, E., Gisewhite, R. A., & McDuffie, H. (2023) · Teacher Development · doi:10.1080/13664530.2023.2210533 · Cited by 19
“Thus, students’ engagement and their responsibility for their learning, defined as ‘agentic engagement,’ is crucial for making formative assessment activities effective (Winstone et al. 2016).”
Background
Hierarchical Culture as a Cross-Level Moderator of the Relationship between Transformational Leadership, Performance Feedback, and Employee Job Performance
Lee, M. C. C., & Ding, A. Y. L. (2023) · Merits · doi:10.3390/merits3030030 · Cited by 19
Interactive equality in peer assessment: The impacts on preservice teachers’ technology-enhanced learning design and feedback uptake
Zhang, Y., Chen, H., Pi, Z., & Yang, J. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104408 · Cited by 19
Do achievement goals and self-efficacy matter for feedback use?
Keller, M. V., Dresel, M., & Daumiller, M. H. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101948 · Cited by 21
Student perceptions and use of feedback during active learning: a new model from repeated stimulated recall interviews
Wiltbank, L. B., Williams, K. R., Salter, R. L., Marciniak, L., Sederstrom, E., McConnell, M., Offerdahl, E. G., Boyer, J., & Momsen, J. L. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1516731 · Cited by 25
“For feedback to be effective, students must engage with it during the learning process: recognizing feedback as useful, decoding its meaning, and translating it into action (Gibbs and Simpson 2004; Jonsson 2013; Timms, DeVelle, and Lay 2016; Winstone et al. 2017).”
Background
Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis
Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10017-3 · Cited by 18
“While peer-feedback can be an effective way to promote learning, students often need support regarding how to provide and/or process feedback they receive from their peers to truly benefit from it (e.g., Carless & Boud, 2018; Lui & Andrade, 2022; Strijbos et al., 2010; Winstone et al., 2017).”
Influential
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception
Lipnevich, A. A., Eßer, F. J., Park, M. J., & Winstone, N. (2023) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969594x.2023.2179956 · Cited by 18
“Yet, relative to the wealth of research on giving feedback, the field has focused considerably less on the processes involved in effective feedback uptake (Lipnevich et al., 2021; Winstone et al., 2017).”
BackgroundSelf-citation
Advancing feedback research in educational psychology: Insights into feedback processes and determinants of effectiveness
Daumiller, M., & Meyer, J. (2026) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102390 · Cited by 23
The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior
Laudel, H., & Narciss, S. (2023) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2023.101237 · Cited by 18
From error-focused to learner-centred feedback practices: Unpacking the development of teacher feedback literacy
To, J., Tan, K. H. K., & Lim, M. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104185 · Cited by 28
The Power of Peer Learning
Noroozi, O., & Wever, B. D. (2023) · Social interaction in learning and development · doi:10.1007/978-3-031-29411-2 · Cited by 23
Examining pre-service teachers’ feedback on low- and high-quality written assignments
Máñez, I., Lipnevich, A. A., Lopera-Oquendo, C., & Cerdán, R. (2024) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-024-09432-x · Cited by 20
“Countless reviews and meta-analyses have suggested that feedback has a potential of enhancing students’ performance and learning (e.g., Black & Wiliam, 1998; Evans, 2013; Hattie & Timperley, 2007; Kluger & DeNisi, 1996; Li & DeLuca, 2014; Shute, 2008; Winstone et al., 2017; Wisniewski et al., 2020).”
Feedback literacy matters: unlocking the potential of learning analytics-based feedback
Tepgeç, M., Heil, J., & Ifenthaler, D. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2367587 · Cited by 18
“According to this notion, the value of feedback in educational contexts extends beyond its outcomes; it is recognized as a critical component in the learning process, requiring active engagement of learners (Winstone et al. 2017; Carless 2022).”
Beyond Scores: A Modular RAG-Based System for Automatic Short Answer Scoring with Feedback
Fateen, M., Wang, B., & Mine, T. (2024) · IEEE Access · doi:10.1109/access.2024.3508747 · Cited by 29
“While effective in evaluating answers, these systems lack the explainability needed for two key purposes: (1) helping students understand the reasoning behind their errors and the feedback given and (2) fostering trust in the scoring system [6], [7].”
Background
Towards Technology Enhanced Dialogic Feedback
Pitt, E., & Winstone, N. E. (2020) · The enabling power of assessment · doi:10.1007/978-3-030-41956-1_7 · Cited by 13
Self-citation
Writing intervention with elementary students struggling with writing: examining approach profiles to the teacher feedback on writing quality and motivational variables
Högemann, J., da Cunha, J. S., Núñez, J. C., Vallejo, G., Rodríguez, C., & Rosário, P. J. S. L. F. (2021) · Reading and Writing · doi:10.1007/s11145-021-10159-0 · Cited by 18
Students’ feedback experiences and expectations pre- and post-university entry
Gray, K., Riegler, R., & Walsh, M. (2022) · SN Social Sciences · doi:10.1007/s43545-022-00313-y · Cited by 17
Automated feedback is nice and human presence makes it better: Teachers' perceptions of feedback by means of an E-portfolio enhanced with learning analytics
Hunt, P., Leijen, Ä., & van der Schaaf, M. (2021) · Education Sciences · doi:10.3390/educsci11060278 · Cited by 17
“Current understandings of feedback, in the domain of higher education, include the ideas that feedback must have more beneficial developmental effects for the feedback receivers [5] and improve their work and learning [6, 7].”
Background
Toward a better understanding of student engagement with peer feedback: a longitudinal study
Qian, J., & Li, D. (2023) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral-2023-0108 · Cited by 20
Expert teacher perceptions of two-way feedback interaction
Tan, F., Whipp, P. R., Gagné, M., & Quaquebeke, N. V. (2019) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.102930 · Cited by 26
Receptivity to Instructional Feedback
Lipnevich, A. A., & Lopera-Oquendo, C. (2022) · European Journal of Psychological Assessment · doi:10.1027/1015-5759/a000733 · Cited by 17
The Relationship Among Students’ Attitude Towards Peer Feedback, Peer Feedback Performance, and Uptake
Kerman, N. T., Banihashem, S. K., & Noroozi, O. (2023) · Social interaction in learning and development · doi:10.1007/978-3-031-29411-2_16 · Cited by 21
Examining the effects of different forms of teacher feedback intervention for learners' cognitive and emotional interaction in online collaborative discussion: A visualization method for process mining based on text automatic analysis
Xu, W. M., Yang, L.-Y., Xiao, L., & Jin, P.-N. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12097-6 · Cited by 18
“It includes the authenticity of feedback perceived by learners, learners’ perception of teachers, and students’ own personal characteristics, etc. (Winstone et al., 2017).”
RETRACTED ARTICLE: The unified theory of acceptance and use of DingTalk for educational purposes in China: an extended structural equation model
Hou, Y., & Yu, Z. (2023) · Humanities and Social Sciences Communications · doi:10.1057/s41599-023-02257-x · Cited by 20
Retracted
What matters in the cultivation of student feedback literacy: exploring university EFL teachers’ perceptions and practices
Xie, Z., & Liu, W. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02648-8 · Cited by 17
Engineering Motivation Using the Belief-Expectancy-Control Framework
E. Clark, R., & Saxberg, B. (2018) · Interdisciplinary Education and Psychology · doi:10.31532/interdiscipeducpsychol.2.1.004 · Cited by 17
Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia
Nuuyoma, V. (2021) · Curationis · doi:10.4102/curationis.v44i1.2147 · Cited by 17
“Although it was not mentioned by participants in the current study, it is known that students benefit little from feedback when there is no interaction with the feedback giver (Winstone et al. 2017:17–37).”
Background
Feedback in Postgraduate Online Learning: Perspectives and Practices
Hounsell, D. (2021) · Postdigital science and education · doi:10.1007/978-3-030-77673-2_3 · Cited by 18
Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis
Golzar, J., Momenzadeh, S. E., & Miri, M. A. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2107297 · Cited by 17
“However, it became recently apparent that the role of students’ perception and the extent they meaningfully engage with the feedback determined learning success (Winstone et al., 2017).”
Background
Supporting postgraduates in research proposals through peer feedback in a Malaysian university
Al Qunayeer, H. S. (2020) · Journal of Further and Higher Education · doi:10.1080/0309877x.2019.1627299 · Cited by 16
Enhancing peer feedback provision through user interface scaffolding: A comparative examination of scripting and self-monitoring techniques
Lahza, H. F., Demartini, G., Noroozi, O., Gašević, D., Sadiq, S., & Khosravi, H. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105260 · Cited by 16
A meta-analysis of the effects of context, content, and task factors of digitally delivered instructional feedback on learning performance
Brummer, L., de Boer, H., Mouw, J. M., & Strijbos, J.-W. (2024) · Learning Environments Research · doi:10.1007/s10984-024-09501-4 · Cited by 25
“…feedback consists of evaluations that (dis)confirm a learner’s performance and/or provide additional information to adapt a learner’s behaviour and learning performance (Butler & Winne, 1995), and frequently results in improved performance (Hattie & Timperley, 2007; Winstone et al., 2017a).”
Influential
Atomic, reusable feedback: a semi-automated solution for assessing handwritten tasks? A crossover experiment with mathematics teachers.
Moons, F., Vandervieren, E., & Jozef Colpaert, B. (2022) · Computers and Education Open · doi:10.1016/j.caeo.2022.100086 · Cited by 16
Design and development of an online formative peer assessment environment with instructional scaffolds
Alemdağ, E., & Yıldırım, Z. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10115-x · Cited by 20
“In mindful processing of peer feedback, students first need to critically evaluate peer feedback, requiring understanding assessment criteria, task-specific or domain-specific terminologies, and received feedback (Winstone et al., 2017).”
BackgroundInfluential
Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education
McLachlan, K., & Tippett, N. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2209295 · Cited by 16
“The retrospective emphasis and academic ‘jargon’ that is often included in summative feedback comments (Winstone et al. 2017) is at odds with the authentic creative discussions the industry-focussed teaching team were aiming to facilitate in the Padlet.”
Background
Developing residents’ feedback literacy in emergency medicine: Lessons from design‐based research
Noble, C., Young, J., Brazil, V. A., Krogh, K., & Molloy, E. (2023) · AEM Education and Training · doi:10.1002/aet2.10897 · Cited by 16
Taking a Studio Course in Distributed Software Engineering from a Large Local Cohort to a Small Global Cohort
Billingsley, W. H., Torbay, R., Fletcher, P., Thomas, R. N., Steel, J. R. H., & Süß, J. G. (2019) · ACM Transactions on Computing Education · doi:10.1145/3218284 · Cited by 16
“A review by Winstone et al. [74] considered 30 years of literature to define and categorise proactive recipience processes and the characteristics of messages in feedback.”
Background
Mediation of Reading Enjoyment between Teacher Feedback and Reading Achievement: Cross-Cultural Generalizability across 75 Countries/Economies
Ma, L., Xiao, L., & Jiao, Y. (2023) · The Journal of Experimental Education · doi:10.1080/00220973.2023.2208063 · Cited by 20
“A growing body of research have revealed the positive link between teacher feedback and student achievement (e.g., Gentrup et al., 2020; Guo & Wei, 2019; Hu et al., 2021; Winstone et al., 2017).”
Background
User-Centered Design for a Student-Facing Dashboard Grounded in Learning Theory
Teasley, S. D., Kay, M., Elkins, S., & Hammond, J. (2021) · Advances in analytics for learning and teaching · doi:10.1007/978-3-030-81222-5_9 · Cited by 15
The feedback I want versus the feedback I need: Investigating students' perceptions of feedback
Boekel, M. V., Hufnagle, A. S., Weisen, S., & Troy, A. (2023) · Psychology in the Schools · doi:10.1002/pits.22928 · Cited by 15
Embracing Errors for Learning: Intrapersonal and Interpersonal Factors in Feedback Provision and Processing in Dyadic Interactions
Aben, J. E. J., Dingyloudi, F., Timmermans, A. C., & Strijbos, J.-W. (2019) · Springer eBooks · doi:10.1007/978-3-030-25112-3_7 · Cited by 15
“…human actors, the educational feedback context (e.g., teacher-student, student-student, student-teacher feedback, etc.) can vary in terms of, among other things, intrapersonal factors (Narciss, 2008; Winstone et al., 2017) and interpersonal factors (Levy & Williams, 2004; Strijbos & Müller, 2014).”
Background
Becoming confidently competent: a qualitative investigation of training in cognitive functional therapy for persistent low back pain
Simpson, P., Holopainen, R., Schütze, R., O’Sullivan, P., Smith, A. J., & Kent, P. M. (2022) · Physiotherapy Theory and Practice · doi:10.1080/09593985.2022.2151333 · Cited by 15
“…further transformation of beliefs and skills, as highlighted in other training and behavior change literature (Donaghy and Morss, 2000; Eva et al., 2012; Fritz, Söderbäck, Söderlund, and Sandborgh, 2018; Lefroy, Watling, Teunissen, and Brand, 2015; Winstone, Nash, Parker, and Rowntree, 2017).”
Background
Student-Centered Learning
Ngatia, L. W. (2022) · Advances in higher education and professional development book series · doi:10.4018/978-1-6684-5332-2.ch004 · Cited by 15
Effects of learner choice over automated, immediate feedback
Kuklick, L. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102065 · Cited by 15
Multimodal Assessment in Clinical Simulations: A Guide for Moving Towards Precision Education
Schwengel, D. A., Villagrán, I., Miller, G. T., Miranda, C., & Toy, S. (2024) · Medical Science Educator · doi:10.1007/s40670-024-02221-7 · Cited by 15
On the role of engagement in automated feedback effectiveness: Insights from keystroke logging
Schiller, R., Fleckenstein, J., Höft, L., Horbach, A., & Meyer, J. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105386 · Cited by 14
Prior experience with online feedback: its influence on students’ engagement
Espasa, A., Guasch, T., Saíz, R. M. M., & Melo, M. M. (2022) · Distance Education · doi:10.1080/01587919.2022.2088480 · Cited by 16
The model of threat-infused intergroup feedback: Why, when, and how feedback to ethnic minority learners is positively biased
Harber, K. D. (2023) · Educational Psychologist · doi:10.1080/00461520.2023.2170377 · Cited by 14
“Learners who actively engage in feedback become more self-correcting and self-directed (Winstone et al., 2017).”
Background
Competency-Based Assessment Practices in Higher Education: Lessons from the Pandemics
Cano, E., Molins, L. L., Oró, M. G. I., & Remesal, A. (2023) · Trends in Higher Education · doi:10.3390/higheredu2010012 · Cited by 27
How does the medium affect the message? Architecture students’ perceptions of the relative utility of different feedback methods
Smith, C. (2020) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1733489 · Cited by 14
When I say … feedback literacy
Quigley, D. (2021) · Medical Education · doi:10.1111/medu.14541 · Cited by 14
Video feedback and Foreign Language Anxiety in online pronunciation tasks
Martin, S., Valdivia, I. M. Á., & Espasa, A. (2022) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-022-00324-y · Cited by 18
“Thirdly, regarding Feedback engagement, participants provide evidence of the proactive recipience of personalised feedback, paying attention to the feedback, and showing commitment with learning, all of which are the conditions favouring agentic engagement that involves students sharing responsibility for making feedb…”
Background
Enhancing language learning through generative AI feedback on picture-cued writing tasks
Zhuang, Y., Zhao, R., Xie, Z., & Yu, P. L. H. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100450 · Cited by 35
Implementation of Specifications Grading in an Upper-Division Chemical Biology Lecture Course
Kelz, J. I., Uribe, J. L., Rasekh, M. F., Takahashi, G. R., Gibson, W. S., Link, R. D., McKnelly, K. J., & Martin, R. W. (2023) · The Biophysicist · doi:10.35459/tbp.2022.000239 · Cited by 13
“Proactive recipience, or active engagement in the feedback process 34 is one of the most important factors that increase overall performance 33 .”
A phenomenological exploration of the feedback experience of medical students after summative exam failure
Jay, R., Hagan, P., Madan, C. R., & Patel, R. M. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04892-z · Cited by 15
“Despite feeding back in these situations feeling uncomfortable for educators, there is still a moral responsibility to provide it regardless of whether students are ready to receive it in a way that it will have some utility [40].”
Background
Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning
Wolterinck-Broekhuis, C. H. D., Poortman, C. L., Schildkamp, K., & Visscher, A. J. (2024) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-024-09428-7 · Cited by 17
“Recent formative assessment research has recognized the need for students to be active participants in feedback processes (Van der Kleij et al., 2019; Winstone et al., 2017).”
The effect of Chinese vocational college students’ perception of feedback on online learning engagement: academic self-efficacy and test anxiety as mediating variables
Cao, H.-Q., & Han, C. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1326746 · Cited by 13
University teachers’ reflections on the reasons behind their changing feedback practice
Wei, W., & Yanmei, X. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1414146 · Cited by 13
“Students’ characteristics and ability to interpret and act upon the received feedback have been placed at the centre of discussions (Winstone et al. 2017), in which at least two interrelated themes were identified: capability of using feedback to make an improvement and capability for self-regulatory learning or self-…”
Background
The Development and Validation of the Feedback in Learning Scale (FLS)
Jellicoe, M., & Forsythe, A. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00084 · Cited by 16
“This follows work suggesting that integration or recipience of feedback (see for example Nicol and MacfarlaneDick, 2006; Winstone et al., 2017a) is an under-represented area of research and will support greater understanding of how evaluations support self-regulation during learning (Panadero et al.”
BackgroundMethodResultInfluential
The effects of teacher’ feedback
Rochera, M. J., Engel, A., & Salvador, C. C. (2021) · Revista de Educación a Distancia (RED) · doi:10.6018/red.476901 · Cited by 12
Is Screencast Feedback Better Than Text Feedback for Student Learning in Higher Education? : A Systematic Review
Penn, S., & Brown, N. (2022) · Ubiquitous Learning An International Journal · doi:10.18848/1835-9795/cgp/v15i02/1-18 · Cited by 15
Bridging local needs and national standards: Use of standards-based individualized feedback of an in-house EFL listening test in China
Min, S., Zhang, J., Li, Y., & He, L. (2022) · Language Testing · doi:10.1177/02655322211070990 · Cited by 14
“Although students are potentially proactive recipients of the feedback who bear the responsibility for actively responding to the feedback (Winstone et al., 2017), their engagement might be discouraged by several factors.”
Background
Realidad Virtual Inmersiva para mejorar la competencia de gestión del clima del aula en secundaria
Valdivia, I. M. Á., Manero, B., Morodo, A., Suñé-Soler, N., & Henao, C. (2023) · Educación XX1 · doi:10.5944/educxx1.33418 · Cited by 24
“…pueden emprender con los conocimientos construidos) y responsabilidad compartida para hacer efectiva la retroalimentación en actuaciones futuras (Winstone et al., 2017), lo cual puede redundar en la mejora de la autoeficacia percibida para la gestión del aula como futuros docentes de Secundaria.”
Background
Promoting students’ reflection through process-oriented feedback: Teachers’ conceptions, practices and learning needs
Görtzen, J. J. H., Stollman, S. H. M., Schellings, G. L. M., Vermunt, J. D., & Nieveen, N. M. (2025) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2025.101483 · Cited by 13
Feedback from Generative AI: Correlates of Student Engagement in Text Revision from 655 Classes from Primary and Secondary School
Jansen, T., Horbach, A., & Meyer, J. (2025) · Proceedings of the 15th International Learning Analytics and Knowledge Conference · doi:10.1145/3706468.3706494 · Cited by 12
“…focus of feedback as information to incorporate a more student-centered perspective, placing greater emphasis on student engagement with feedback [22, 29, 30] and defining it as a process in which the learner actively makes sense of performance-related information to facilitate learning [13, 29].”
How to Approach Cultural Humility Debriefing within Clinical Veterinary Environments
Alvarez, E. E., Gilles, W. K., Lygo‐Baker, S., Howlett, B., & Chun, R. (2020) · Journal of Veterinary Medical Education · doi:10.3138/jvme.2019-0039 · Cited by 12
Reconsidering the dual purposes of teacher evaluation
Hazi, H. M. (2022) · Teachers and Teaching · doi:10.1080/13540602.2022.2103533 · Cited by 12
“Theory and syntheses of research about feedback to students and teachers are used to question this belief (e.g., Hermann et al., 2019; Ilgen et al., 1979; Kraft & Christian, 2021; Winstone et al., 2017).”
Background
The role of learner engagement with corrective feedback in EFL/ESL classrooms
Liu, H., & Feng, M. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1118467 · Cited by 34
“L2 learners are proactive recipients, and their engagement with, and use of, the feedback they receive is a critical determinant of feedback effectiveness (Winstone et al., 2016).”
Background
Understanding student success in higher education in Azerbaijan: the role of student engagement
Isaeva, R., Ratinen, I., & Uusiautti, S. (2023) · Studies in Higher Education · doi:10.1080/03075079.2023.2217208 · Cited by 12
Mental toughness in higher education: exploring the roles of flow and feedback
Clair‐Thompson, H. S., & Devine, L. (2023) · Educational Psychology · doi:10.1080/01443410.2023.2205622 · Cited by 12
The impact of cognitive and motivational resources on engagement with automated formative feedback
Barkela, V., Schmitt, L., & Leuchter, M. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102234 · Cited by 18
Evaluating student feedback literacies: a study using first-year business and economics students
Karunarathne, W., Selman, C. J., & Ryan, T. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2267803 · Cited by 12
“…the requisite ability to manage their emotions, or the ability to synthesise the feedback comments they receive to make a judgement about how to improve their work, they will not benefit much from the feedback they have received (Sutton 2012; Winstone et al. 2017; Molloy, Boud, and Henderson 2020).”
Background
A scoping review of feedback in physical education: Conceptualisations and the role of teachers and students
Treschman, P., Stylianou, M., & Brooks, C. (2024) · European Physical Education Review · doi:10.1177/1356336x241230829 · Cited by 19
“If , however, the student was positioned as an active agent with more control in the feedback process (Winstone et al., 2017), the interaction was coded as student-activated (e.g. peer feedback, student-led feedback, dialogic feedback between teacher and student, or teacher-directed with additional…”
Influential
Student Perceptions of Team-Based Learning in an Advanced Inorganic Chemistry Course
Hancock, L. M. (2024) · Journal of Chemical Education · doi:10.1021/acs.jchemed.3c00655 · Cited by 12
Optimizing student writing performance in higher education: A quantitative study of teacher feedback and classroom environment
Zahari, M., Marini, A., Safitri, D., Dewiyani, L., & Muawanah, U. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.101286 · Cited by 16

Authors: Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J.
Affiliations: University of Surrey (GB)
Aston University (GB)
Corresponding author: Winstone, Naomi E.
ORCID: Winstone, Naomi E.
Nash, Robert A.
Parker, Michael
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
DOI: 10.1080/00461520.2016.1207538
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: cc-by
creativecommons.org/licenses/by/4.0/ (vor)
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Self-check

Citations

Cites

Cited by

Related

Metadata

Record

About these checks