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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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Cites
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Reconceptualising student feedback agency from a social cognitive perspective
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“These include seeking, processing, generating and acting upon feedback (e.g. Carless, 2022; Nicol & Kushwah, 2023; Winstone, Nash, Parker, et al., 2017).”
InfluentialAndrew Brasher, A., Whitelock, D. M., Holmes, W., Pozzi, F., Persico, D., Manganello, F., Passarelli, M., & Sangrà, A. (2022) · European Journal of Education · doi:10.1111/ejed.12497 · Cited by 12
“For example, there is evidence that when learners have to wait a long time for feedback, they typically engage with it less once it does arrive (Winstone et al., 2017).”
BackgroundWorkplace Learning in China: Transferring Training Into Practice to Improve Performance
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“Feedback increases self-efficacy and engagement with the training material, and is thought to be the single largest influence on achievement, at least when it comes to student learning outcomes in traditional scholastic environments (Gibbs & Simpson, 2005; see also Winstone et al., 2017).”
BackgroundCo-constructed failure narratives in mathematics tutoring
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Predicting gainful learning in Higher Education; a goal-orientation approach
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“These results support the spirit of a recent systematic review of feedback recipience (Winstone et al., 2017) and diverge in that only actionable strategies around goals, mindset and motivational intentions are systematically supported in making behavioural change where process-related feedback characteristics are not.”
ResultImproving Feedback Research in Naturalistic Settings
Ajjawi, R., Boud, D. J., Henderson, M., & Molloy, E. (2019) · Springer eBooks · doi:10.1007/978-3-030-25112-3_14 · Cited by 12
Considering the concept of recipience in student learning from a modified Bernsteinian perspective
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“Evidence indicates the stubborn sector-wide misconception that only post-assessment written comments, that provide a physical artefact for examination, constitute feedback (Winstone and Pitt 2017).”
BackgroundSelf-citationChen, S. C., Zhang, L., & Li, A. W. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2546349 · Cited by 13
“Winstone et al. (2017) also highlighted the crucial roles of goal setting and self-regulatory processes in supporting proactive engagement with feedback.”
AI assistance in peer feedback provision: Pedagogically sound, but minimally adopted
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“Developing effective feedback processes should be positioned in practice to improve teacher/student feedback literacy and better support students’ progress in a timely manner (Hattie and Timperley 2007; Winstone et al. 2017).”
BackgroundOssenberg, C., Mitchell, M. L., Burmeister, E. A., & Henderson, A. (2022) · Nurse Education Today · doi:10.1016/j.nedt.2022.105683 · Cited by 13
Technology-Enhanced Feedback System Usability in the Context of Self-Regulation Promotion
Žerovnik, A. (2024) · Education Sciences · doi:10.3390/educsci14090948 · Cited by 23
Berry, D. N., Taylor, M. L., Nicolai, K. D., Koenka, A. C., Barnes, N., de Oliveira, L. C., & Zumbrunn, S. K. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102022 · Cited by 11
Assessment as learning: Evidence based on meta-analysis and quantitative ethnography research
Liu, Y., Xu, G., Yuan, S., Zhou, C., & Wang, C. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101423 · Cited by 15
Importance of Goal and Feedback Orientation in Determining Feedback Effectiveness
Skinner, D., Gjerde, K. A. P., & Padgett, M. Y. (2022) · Journal of the Scholarship of Teaching and Learning · doi:10.14434/josotl.v22i3.31866 · Cited by 15
“, to learn) rather than engage in one of the other responses that do not result in learning? Research examining feedback literacy (Sutton, 2012; Carless & Boud, 2018) and feedback engagement (Winstone et al., 2017; Winstone et al., 2019) point to the critical role of the feedback recipient in the decision about whethe…”
BackgroundResultInfluentialTaking a closer look at how higher education students process and use (discrepant) peer feedback
Meenen, F. V., Masson, N., Catrysse, L., & Coertjens, L. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101711 · Cited by 12
Guo, Q., Zhang, C., Lyu, H., Peng, Z., & Ma, X. (2023) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3544548.3581054 · Cited by 11
“One possible reason is that specifcity lowers the barrier for seekers to digest and adapt the feedback [37], and may motivate them to further discuss with the provider [98]; while overly actionable feedback may run the risk of making seekers feel overwhelmed, or even losing the interest of investigating [101].”
BackgroundInfluentialTheory-based learning analytics to explore student engagement patterns in a peer review activity
Er, E., Villa-Torrano, C., Dimitriadis, Y. A., Gašević, D., Bote‐Lorenzo, M. L., Asensio-Pérez, J. I., Gómez‐Sánchez, E., & Martínez‐Monés, A. (2021) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3448139.3448158 · Cited by 11
“However, students’ engagement in the activity is a key element that determines the extent to which the intended learning gains are achieved [16].”
BackgroundAn empirical study of student action from ipsative design of feedback processes
Malecka, B., Ajjawi, R., Boud, D. J., & Tai, J. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1968338 · Cited by 11
“The skills and behaviours that underpin proactive recipience of feedback include self-appraisal; assessment literacy; goal-setting and regulation; and engagement and motivation (the ‘SAGE’ taxonomy) (Winstone et al. 2017).”
InfluentialSupervisory feedback: Supervisors’ reasons for not giving timely feedback
Bahtilla, M. (2022) · Innovations in Education and Teaching International · doi:10.1080/14703297.2022.2083656 · Cited by 11
“However, occasionally students do not engage in the feedback received from their supervisors (Handley et al., 2011; Price et al., 2011; Winstone et al., 2016).”
BackgroundGarcía, E. C., & Molins, L. L. (2022) · Sustainability · doi:10.3390/su14159560 · Cited by 12
Write to improve: exploring the impact of an automated feedback tool on Bahraini learners of English
Wali, F. A., & Huijser, H. (2018) · Learning and Teaching in Higher Education Gulf Perspectives · doi:10.18538/lthe.v15.n1.293 · Cited by 11
“It thus assumes, as well as attempts to stimulate, some degree of ‘proactive recipience of feedback’ (Winstone et al., 2017).”
BackgroundInfluentialCai, Y., Ge, Q., & Yang, Y. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00692-7 · Cited by 12
“To foster student feedback literacy, teachers could center on monitoring whether students take follow-up actions on feedback, instead of solely focusing on what feedback to deliver and how to deliver it (Winstone, Nash, Parker, & Rowntree, 2017).”
InfluentialWhen do students provide more peer feedback? The roles of performance and prior feedback experiences
Zong, Z., Schunn, C. D., & Wang, Y. (2023) · Instructional Science · doi:10.1007/s11251-023-09640-w · Cited by 11
“Repeated experience with a peer review system can be conceptualized as a feedback-practice cycle (Berg, 1999; Min, 2016) or a kind of agentic engagement with feedback (Winstone et al., 2017).”
BackgroundLim, L.-A., Atif, A., Heggart, K., & Sutton, N. C. (2023) · Education Sciences · doi:10.3390/educsci13111114 · Cited by 10
“This is likely to reduce the likelihood that feedback is enacted by students, thereby rendering feedback ineffective [9].”
BackgroundPinedo, L., Panadero, E., Ruiz, J. F., & Rodríguez-Hernández, C. F. (2023) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2023.2284630 · Cited by 14
“Similar effects have been found when students and do teachers not identifying feedback episodes in the same ways (Winstone et al., 2017).”
Topic Modeling on Peer Interaction in Online and Mobile Learning of Higher Education: 1993–2022
Weng, A. K.-W., Chang, H.-Y., Lai, K., & Lin, Y.-B. (2024) · Education Sciences · doi:10.3390/educsci14080867 · Cited by 21
The Impact of Active Listening on Student Engagement and Learning Outcomes in Educational Settings
Paramole, O. C., Adeoye, M. A., Arowosaye, S. A., & Ibikunle, Y. A. (2024) · International Journal of Universal Education · doi:10.33084/ijue.v2i2.8898 · Cited by 14
Roberts, A., Jellicoe, M., & Fox, K. (2021) · Advances in Health Sciences Education · doi:10.1007/s10459-021-10066-7 · Cited by 10
McGinness, H. T., Caldwell, P. H. Y., Gunasekera, H., & Scott, K. M. (2022) · Teaching and Learning in Medicine · doi:10.1080/10401334.2022.2084401 · Cited by 12
Yang, L., Lee, J. C., Zhang, D., & Chen, J. (2023) · Teachers and Teaching · doi:10.1080/13540602.2023.2265825 · Cited by 13
“…affecting learning, especially formative feedback (e.g. Irons & Elkington, 2021; Juwah et al., 2004; Shute, 2008) in promoting students’ motivation and engaging students in learning have been widely tested and evident in a large number of studies (see Winstone et al., 2017 for a systematic review).”
Brignell, C., Wicks, T. J., Tomás, C., & Halls, J. G. (2019) · MSOR Connections · doi:10.21100/msor.v18i1.1019 · Cited by 13
Use of Effective Feedback in Veterinary Clinical Teaching
Carr, M., Kirkwood, R. N., & Petrovski, K. R. (2023) · Encyclopedia · doi:10.3390/encyclopedia3030066 · Cited by 10
“Feed-back session may be initiated by the instructor [5] or the learner [5,8,11,15,43,48,52].”
InfluentialSenden, M., Jaeger, D. D., & Coertjens, L. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1198011 · Cited by 10
Hershkovitz, A., Noster, N., Siller, H.-S., & Tabach, M. (2024) · ZDM · doi:10.1007/s11858-024-01551-5 · Cited by 9
Li, F., & Han, Y. (2024) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2024.101424 · Cited by 10
Feedback Practices on Young Students’ Oral Reading: A Systematic Review
Grønli, K. M., Walgermo, B. R., McTigue, E. M., & Uppstad, P. H. (2025) · Review of Educational Research · doi:10.3102/00346543241306070 · Cited by 11
“From a psychological and cognitive perspective, student agency focuses on individuals’ ability to make choices and engage in independent, intentional actions (Winstone et al., 2017).”
Feedback in K-12 and higher education: Educators’ perspectives
Jin, F. J.-Y., Dai, W., Maheshi, B., Martínez‐Maldonado, R., Gašević, D., & Tsai, Y. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.104933 · Cited by 14
Algobaei, F., & Alzain, E. (2026) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.102341 · Cited by 9
Gu, J., Chen, J., & Yan, Z. (2026) · Frontiers in Education · doi:10.3389/feduc.2025.1736446 · Cited by 15
Teachers’ and students’ attitudes towards feedback: Contradictions and development trends
Азбель, А. А., Ilyushin, L. S., Kazakova, E. I., & Morozova, P. (2022) · The Education and science journal · doi:10.17853/1994-5639-2022-7-76-109 · Cited by 11
Butakor, P. K. (2023) · International Journal of Innovative Technologies in Social Science · doi:10.31435/rsglobal_ijitss/30092023/8057 · Cited by 9
“When students see their feedback to be nonspecific, they are unlikely to act on it (Winstone et al., 2017).”
BackgroundFinkenstaedt-Quinn, S. A., Watts, F. M., & Shultz, G. V. (2024) · Assessing Writing · doi:10.1016/j.asw.2024.100808 · Cited by 11
Bryan, J. L., Stewart, D., Uriarte, J., Hernandez, A. E., Naik, A. D., & Godwin, K. M. (2018) · Journal of Continuing Education in the Health Professions · doi:10.1097/ceh.0000000000000227 · Cited by 9
Effects of Temporary Mark Withholding on Academic Performance
Kuepper-Tetzel, C. E., & Gardner, P. L. (2021) · Psychology Learning & Teaching · doi:10.1177/1475725721999958 · Cited by 14
“Winstone et al. (2017) undertook an extensive systematic review of the effective feedback literature published between 1985 and 2014 and identified key features of the receiver (i.e., student), sender (i.e., teacher/lecturer), message, and context of feedback that contribute to student feedback…”
BackgroundInfluentialPerceptions of Feedback among Russian Adolescents
Азбель, А. А., Ilyushin, L. S., & Morozova, P. (2021) · Voprosy Obrazovaniya/ Educational Studies Moscow · doi:10.17323/1814-9545-2021-1-195-212 · Cited by 14
Moffitt, R. L., Padgett, C. R., & Grieve, R. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102093 · Cited by 9
Piloting a constructive feedback model for problem-based learning in medical education
Pangastuti, D., Raharjanti, N. W., & Soemantri, D. (2022) · Korean journal of medical education · doi:10.3946/kjme.2022.225 · Cited by 9
“Moreover, students can also improve how they receive feedback and the type of feedback they request as well as create a habit of seeking feedback [3,4].”
BackgroundBradley, E. J., Anderson, S., & Eagle, L. (2020) · Journal of Learning Development in Higher Education · doi:10.47408/jldhe.vi18.557 · Cited by 10
On Instructional Improvement: A Modest Essay
Hazi, H. M. (2020) · Journal of Educational Supervision · doi:10.31045/jes.3.3.7 · Cited by 9
“Winstone et al. (2017) indicate that learners have been given minimal responsibility and treated as “passive recipients” of feedback.”
BackgroundRose, S. E., Taylor, L., & Jones, S. E. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2390933 · Cited by 8
“Winstone et al. (2017) reviewed 105 evaluations of such interventions.”
Rating writing: Comparison of holistic and analytic grading approaches in pre-service teachers
Lopera-Oquendo, C., Lipnevich, A. A., & Máñez, I. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101992 · Cited by 8
Peer feedback for teaching professional development: conditions for it to take effect
Cano, E. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2391577 · Cited by 8
“Several authors state that feedback will only be effective when students actively use it to self-regulate their learning process (Black and William, 2018; Winstone et al., 2017).”
InfluentialOnline peer assessment in Galenic Pharmacy: enhancing evaluative judgement in higher education
Cano, E., Halbaut, L., Martins, L., & Molins, L. L. (2024) · Medical Education Online · doi:10.1080/10872981.2024.2409487 · Cited by 8
“In view of this, it is clear that there is a need to further strengthen evaluative literacy, which is understood as ‘the processes of understanding the grading process and of applying this understanding to make academic judgements of one’s work and performance’ [39,p. 25].”
BackgroundMunk, S., Ziernwald, L., Heine, J.-H., & Holzberger, D. (2024) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2024.100382 · Cited by 8
Meyer, J., Jansen, T., Daumiller, M. H., & Fleckenstein, J. (2025) · Journal of Research on Technology in Education · doi:10.1080/15391523.2025.2471765 · Cited by 12
“Taking a learner-centered perspective (Fong & Schallert, 2023; Winstone et al., 2017; Winstone & Nash, 2023), we explored the role that achievement motives play in interaction with initial task performance in students’ responses to technology-based feedback on a writing task.”
Unheard and unused: why students reject teacher and peer feedback
Lipnevich, A. A., Lopera-Oquendo, C., Tomazin, L., Gutterman, J., & Florentin, C. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1567704 · Cited by 8
Consistency in providing peer feedback: the role of individual and situational factors
Gao, X., Schunn, C. D., Noroozi, O., Gulikers, J. T. M., Banihashem, S. K., & Biemans, H. J. A. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2517617 · Cited by 9
“However, such consistency does not necessarily extend to the content of peer feedback comments, which often varies in specificity, depth, and focus—even when the same essay is reviewed by multiple peers (Winstone et al. 2017).”
InfluentialGregg, K., Ryan, O., Katz, A., Huerta, M. V., & Sajadi, S. (2025) · Journal of Engineering Education · doi:10.1002/jee.70024 · Cited by 8
“Unfortunately, students tend not to have well-developed feedback literacy skills, which is partly attributable to educators' lack of proficiency in creating optimal feedback engagement opportunities (Winstone et al., 2017, p.18).”
Nicol, D., & Rose, J. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2534870 · Cited by 8
“They also res-onate with the idea that producing a report first provides a receptive context for the subsequent feedback for the exemplar analysis to land (Winstone et al. 2017).”
System-based or Teacher-based Learning Analytics Feedback – What Works Best?
Ifenthaler, D., Schumacher, C., & Şahi̇n, M. (2021) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt52272.2021.00062 · Cited by 8
Yang, L. (2022) · SAGE Open · doi:10.1177/21582440221094604 · Cited by 8
“As to the depth, or more specifically, the state or activity of engaging actively with feedback, “mindful” (Salomon & Globerson, 1987), “active” (Handley et al., 2011), “agentic” (Reeve & Tseng, 2011), “proactive” (Winstone et al., 2017) have been proposed as modifiers.”
BackgroundStrauß, S., & Rummel, N. (2023) · Social interaction in learning and development · doi:10.1007/978-3-031-29411-2_9 · Cited by 8
Engagement with Optional Formative Feedback in a Portfolio-Based Digital Design Module
Kalaitzopoulou, E., Matthews, P., Mystakidis, S., & Christopoulos, A. (2023) · Information · doi:10.3390/info14050287 · Cited by 14
Re-conceptualising learner feedback agency: a situational, deliberative and entangled perspective
Lee, M., Chen, D.-T., Tan, R. J. Y., & Hung, D. W. L. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2318281 · Cited by 9
“Learner agency is highly valued in the latter, where feedback is depicted as the process where learners proactively seek, make sense of, and act on comments regarding their learning (Boud and Molloy 2013; Winstone et al. 2017; Winstone and Carless 2019).”
The impact of peer assessment design on interpersonal processes: A systematic review
Senden, M., & Coertjens, L. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101405 · Cited by 12
Carry-forward effect: providing proactive scaffolding to learning processes
Sharma, K., & Giannakos, M. N. (2024) · Behaviour and Information Technology · doi:10.1080/0144929x.2024.2411592 · Cited by 17
“By highlighting areas of improvement, learners become more involved in their own learning process, leading to deeper understanding and retention of knowledge (Khan et al. 2017; Nicol and Macfarlane-Dick 2006; Winstone et al. 2017).”
Educational Data Mining and Learning Analytics
Khine, M. S. (2024) · Springer eBooks · doi:10.1007/978-981-97-9350-1_1 · Cited by 14
Vattøy, K.-D., Gamlem, S. M., Kobberstad, L. R., & Rogne, W. M. (2022) · Education Inquiry · doi:10.1080/20004508.2022.2122202 · Cited by 8
“In addition, the interview guide was based on literature on feedback barriers (Winstone, Nash, Parker, & Rowntree, 2017) and maladaptive assessment agency (Harris et al., 2018).”
Araya, D. H. (2022) · Revista Electrónica Educare · doi:10.15359/ree.27-1.14547 · Cited by 8
Taylor, I., Sánchez, M., Luzuriaga, M., Podestá, M. E., & Furman, M. (2020) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2020.1729697 · Cited by 8
Troy, A., Moua, H., & Boekel, M. V. (2024) · Psychology in the Schools · doi:10.1002/pits.23164 · Cited by 9
Student perceptions of teacher feedback quality in homework: Individual and class‐level factors
Xu, J. (2024) · Psychology in the Schools · doi:10.1002/pits.23203 · Cited by 7
Learning Like “Fast Fish”: A Research Review on the Promise of Contextualized Agency
Cuzzolino, M. P., Grotzer, T. A., & Xu, J. (2023) · Review of Research in Education · doi:10.3102/0091732x231223510 · Cited by 10
“Winstone et al. (2017) referred to this reframing of the learner’s agentic engagement with feedback as “proactive recipience,” in which the student “shar[es] responsibility for making feedback processes effective” (p. 17 ).”
BackgroundSchluer, J., & Brück-Hübner, A. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2378336 · Cited by 7
“To give another example, the SAGE taxonomy by Winstone et al. (2017) focused on feedback recipience processes only.”
Luo, Y., & Hu, G. (2024) · Teaching in Higher Education · doi:10.1080/13562517.2024.2394041 · Cited by 7
“Research has also shown that student engagement with feedback is a multi-dimensional phenomenon that can be mediated by an array of contextual and individual factors (Winstone et al. 2017).”
Grønli, K. M., Walgermo, B. R., McTigue, E. M., & Uppstad, P. H. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09957-z · Cited by 15
Spooner, M., Reinhardt, C., Strawbridge, J., Larkin, J., Liew, S. C., Jaafar, M. H., & Pawlikowska, T. R. B. (2025) · Medical Education Online · doi:10.1080/10872981.2025.2567075 · Cited by 10
“Even without such challenges, learners are consistently dissatisfied with feedback [16], and while feedback has potential to be the most powerful single influence on achievement [17], there exist a number of enablers and barriers influencing feedback uptake [18–20] which limit this influence.”
Navío-Inglés, M., Mora, J. G., O’Connor-Jiménez, P., & González, A. G. (2025) · Education Sciences · doi:10.3390/educsci15111534 · Cited by 11
“Moreover, the effectiveness of such feedback can also be affected by how students engage with it (Winstone et al., 2017).”
Chen, S.-Y., & Chen, W. (2025) · Expert Systems · doi:10.1111/exsy.70184 · Cited by 8
Generative AI-driven feedback in higher education: a scoping review
Zhang, K., Li, S., & Huang, Y. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2026.2617157 · Cited by 13
Honra, J. R., & Villamin, J. L. A. (2026) · Innovations in Education and Teaching International · doi:10.1080/14703297.2026.2648045 · Cited by 10
Development and evaluation of two interventions to improve students’ reflection on feedback
Harris, R. J., Blundell-Birtill, P., & Pownall, M. (2022) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2107999 · Cited by 7
Evaluative judgement – a practitioner's case in chemistry research projects
Bertram, A., & Tomás, C. (2022) · Chemistry Education Research and Practice · doi:10.1039/d2rp00213b · Cited by 8
Fong, C., Schallert, D., Williamson, Z. H., Lin, S.-J., Williams, K., & Kim, Y. W. (2023) · Assessing Writing: An International Journal · doi:10.1016/j.asw.2023.100761 · Cited by 6
Moons, F., Iannone, P., & Vandervieren, E. (2024) · ZDM · doi:10.1007/s11858-024-01550-6 · Cited by 7
Research impacts and trends in feedback literacy: a bibliometric analysis
Liang, X., Soh, S. B., Hamzah, N. H., & Wang, P. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2407945 · Cited by 9
“…in feed-back processes, moving beyond merely receiving feedback passively to engaging with it in a proactive, constructive, and reflective manner (Winstone et al. 2017; Winstone, Mathlin, and Nash 2019), and hereby, increase the uptake of feedback by closing ‘feedback loops’ (Carless 2019, 705).”
A new guided flipped learning model for lifelong learning
Samaila, K., Al‐Samarraie, H., Tsong, C. K., & Alzahrani, A. I. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2412063 · Cited by 17
“Agentic engagement refers to situations where students actively contribute to the teaching and learning process, and their constructive contributions are acknowledged (Winstone et al., 2017).”
Greisel, M., Hornstein, J., & Kollar, I. (2024) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2024.101438 · Cited by 8
Weak memory for future-oriented feedback: investigating the roles of attention and improvement focus
Gregory, S. E. A., Winstone, N., Ridout, N., & Nash, R. A. (2019) · Memory · doi:10.1080/09658211.2019.1709507 · Cited by 7
Self-citationOnline Formative Assessment and Feedback: A Focus Group Discussion Among Language Teachers
Hysaj, A., & Haroon, H. A. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-05064-0_9 · Cited by 7
Towards Generating Counterfactual Examples as Automatic Short Answer Feedback
Filighera, A., Tschesche, J., Steuer, T., Tregel, T., & Wernet, L. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-11644-5_17 · Cited by 7
“As there are often multiple correct solutions to short answer questions, learners may also have difficulties comprehending the particular solution provided by the teacher, especially when the teacher uses different terminology [31].”
BackgroundHausman, M., Dancot, J., Pétré, B., Guillaume, M., & Detroz, P. (2022) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2130168 · Cited by 8
“2010), that students do not automatically use it (Winstone et al. 2017), and that it can even have detrimental effects (Kluger and DeNisi 1996), the factors and processes that diminish the benefits of feedback need further study, particularly in the context of nursing internships.”
BackgroundDaniels, L. M. (2019) · The Journal of Experimental Education · doi:10.1080/00220973.2019.1628692 · Cited by 7
AbuSa’aleek, A. O., & Al‐Otaibi, A. N. (2022) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v17i04.22563 · Cited by 8
Learner perceptions of the feedback process in the online component of a blended course
Moni, A. (2024) · Online Learning · doi:10.24059/olj.v28i2.3967 · Cited by 9
“In fact, feedback processes are inherent to the specific knowledge domain of a discipline (Boud & Molloy, 2013; Esterhazy, 2019; Winstone & Carless, 2020; Winstone et al., 2017”
BackgroundResultInfluentialLa retroalimentación formativa como estrategia para mejorar el desempeño en el aula
Moya-Muñoz, L. D., Lopez-Velez, C. R., Pérez-Marquin, J. M., & Cedeño-León, M. M. (2025) · Revista Científica Zambos. · doi:10.69484/rcz/v4/n2/118 · Cited by 6
“…comunicativas para formular comentarios claros, específicos, orientadores y emocionalmente inteligentes; y tercero, la capacidad de diseñar actividades y estrategias pedagógicas que integren la retroalimentación en el flujo continuo del proceso de enseñanza-aprendizaje (Winstone et al., 2016).”
InfluentialWu, J.-S., Yan, Z., Yu, G., Xie, G., Li, L., Yang, Y., & Zhu, J. (2025) · The Journal of Educational Research · doi:10.1080/00220671.2025.2508701 · Cited by 7
“The supportive environment created by effective teacher-student communication encourages students to actively engage in feedback, and this engagement allows students to view feedback as a constructive tool that enhances their learning process (Winstone et al., 2017).”
Hwang, S. (2025) · Education Sciences · doi:10.3390/educsci15070804 · Cited by 11
Heil, J., & Ifenthaler, D. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2530452 · Cited by 13
“Even though one usually considers learners as feedback recipients, they must nonetheless actively participate in the feedback process (Winstone et al. 2017).”
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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