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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]
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“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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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
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 ›
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