A cross-cultural examination of elementary students' perceptions of academic feedback

Alexandra Troy; Devina Christianti; Shelby Weisen; Iain Hunter; Martin Van Boekel

doi:10.1002/berj.4143

A cross-cultural examination of elementary students' perceptions of academic feedback

Alexandra Troy, Devina Christianti, Shelby Weisen, Iain Hunter, Martin Van Boekel

Educational Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

With a growing emphasis on students playing an active role in the feedback process, understanding how students perceive academic feedback is essential to support the implementation of relevant strategies that can drive better engagement. The current study explored elementary school students' perceptions of feedback in two different contexts/cultures: the United Kingdom and Indonesia. Results suggest that younger students in the United Kingdom and older students in Indonesia hold similar understandings of the purpose of feedback (task-based), with older students in the United Kingdom showing higher awareness of the importance of process-based feedback. However, when it comes to the desired type of feedback, UK students preferred more self/praise-based feedback, while Indonesian students preferred task-based feedback. Potential reasons for these differences are discussed.

Original language	English (US)
Journal	British Educational Research Journal
DOIs	https://doi.org/10.1002/berj.4143
State	Accepted/In press - 2025

Bibliographical note

Publisher Copyright:
© 2025 The Author(s). British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

Keywords

academic feedback
purpose of feedback
students' perceptions of feedback
types of feedback

Publisher link

10.1002/berj.4143

Cite this

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abstract = "With a growing emphasis on students playing an active role in the feedback process, understanding how students perceive academic feedback is essential to support the implementation of relevant strategies that can drive better engagement. The current study explored elementary school students' perceptions of feedback in two different contexts/cultures: the United Kingdom and Indonesia. Results suggest that younger students in the United Kingdom and older students in Indonesia hold similar understandings of the purpose of feedback (task-based), with older students in the United Kingdom showing higher awareness of the importance of process-based feedback. However, when it comes to the desired type of feedback, UK students preferred more self/praise-based feedback, while Indonesian students preferred task-based feedback. Potential reasons for these differences are discussed.",

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AB - With a growing emphasis on students playing an active role in the feedback process, understanding how students perceive academic feedback is essential to support the implementation of relevant strategies that can drive better engagement. The current study explored elementary school students' perceptions of feedback in two different contexts/cultures: the United Kingdom and Indonesia. Results suggest that younger students in the United Kingdom and older students in Indonesia hold similar understandings of the purpose of feedback (task-based), with older students in the United Kingdom showing higher awareness of the importance of process-based feedback. However, when it comes to the desired type of feedback, UK students preferred more self/praise-based feedback, while Indonesian students preferred task-based feedback. Potential reasons for these differences are discussed.

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A cross-cultural examination of elementary students' perceptions of academic feedback

Abstract

Bibliographical note

Keywords

Publisher link

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