Constructive feedback and the perceived impacts on learning and development by the learners’ genders

IF 1.5 Q3 MANAGEMENT

Human systems management Pub Date : 2023-01-05 DOI:10.3233/hsm-220172

Bordin Rassameethes, K. Phusavat, Z. Pastuszak, A. Hidayanto, J. Majava

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引用次数: 1

Abstract

BACKGROUND: Constructive feedback has positively contributed to learning and development, especially for disengaged and underprivileged learners. The study examines whether the perceived impacts from constructive feedback are different between the male and female learners. OBJECTIVE: The objective is to assess whether there is a significant difference in the perception between the male and female learners in their response to constructive feedback. Three circumstances are under study-general feeling towards constructive feedback, perceived impacts on belongingness and happiness, and perceived impacts on the frequency of physical, verbal, and psychological bullying. METHODS: There are 482 learners who participated in the surveys, 185 male and 297 female learners. Statistical analysis is applied to gain more insights into the surveys. A follow-up small session is organized to enhance the findings. RESULTS: It appears that the impacts from constructive feedback on the learners’ genders are apparently minimal within the context of three circumstances. Thus, the perception of the learners who are disengaged and underprivileged is relatively comparable. CONCLUSIONS: The findings contribute to dealing with the disengaged learners in a workplace (and a school). Despite the insignificant difference based on the gender, other issues relating to design and delivery of constructive feedback should be further investigated.

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建构性反馈和学习者性别对学习和发展的感知影响

背景：建设性反馈对学习和发展做出了积极贡献，尤其是对脱离社会和贫困的学习者。本研究考察了男性和女性学习者对建设性反馈的感知影响是否不同。目的：目的是评估男性和女性学习者在对建设性反馈的反应中的感知是否存在显著差异。三种情况是对建设性反馈的总体感觉，对归属感和幸福感的感知影响，以及对身体、言语和心理欺凌频率的感知影响。方法：共有482名学生参加了调查，其中男性185名，女性297名。应用统计分析来获得对调查的更多见解。组织了一次后续小型会议，以加强调查结果。结果：在三种情况下，建设性反馈对学习者性别的影响似乎是最小的。因此，对脱离社会和贫困的学习者的看法是相对可比的。结论：研究结果有助于处理工作场所（和学校）中无所事事的学习者。尽管性别差异不大，但应进一步调查与设计和提供建设性反馈有关的其他问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Human systems management MANAGEMENT-

CiteScore

3.50

自引率

30.40%

发文量

期刊介绍： Human Systems Management (HSM) is an interdisciplinary, international, refereed journal, offering applicable, scientific insight into reinventing business, civil-society and government organizations, through the sustainable development of high-technology processes and structures. Adhering to the highest civic, ethical and moral ideals, the journal promotes the emerging anthropocentric-sociocentric paradigm of societal human systems, rather than the pervasively mechanistic and organismic or medieval corporatism views of humankind’s recent past. Intentionality and scope Their management autonomy, capability, culture, mastery, processes, purposefulness, skills, structure and technology often determine which human organizations truly are societal systems, while others are not. HSM seeks to help transform human organizations into true societal systems, free of bureaucratic ills, along two essential, inseparable, yet complementary aspects of modern management: a) the management of societal human systems: the mastery, science and technology of management, including self management, striving for strategic, business and functional effectiveness, efficiency and productivity, through high quality and high technology, i.e., the capabilities and competences that only truly societal human systems create and use, and b) the societal human systems management: the enabling of human beings to form creative teams, communities and societies through autonomy, mastery and purposefulness, on both a personal and a collegial level, while catalyzing people’s creative, inventive and innovative potential, as people participate in corporate-, business- and functional-level decisions. Appreciably large is the gulf between the innovative ideas that world-class societal human systems create and use, and what some conventional business journals offer. The latter often pertain to already refuted practices, while outmoded business-school curricula reinforce this problematic situation.