{"title":"什么能预测大学生的反馈素养?认知信念的影响与批判性思维的中介作用","authors":"Ying Zhan, Zhi Hong Wan, Munty Khon","doi":"10.1080/13562517.2023.2280268","DOIUrl":null,"url":null,"abstract":"ABSTRACTStudent feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate students, using structural equation modelling. Results reveal that the complexity dimension of epistemic beliefs positively influences student feedback literacy, both directly and indirectly through critical thinking. Meanwhile, the source dimension directly influences student feedback literacy positively, but indirectly negatively through critical thinking. The justification dimension indirectly benefits student feedback literacy through critical thinking, while the certainty dimension has a direct negative effect. The study concludes that nurturing dialectic epistemic beliefs and critical thinking is vital for developing feedback-literate students in higher education.KEYWORDS: Student feedback literacyCambodian undergraduate studentsepistemic beliefscritical thinking Ethical disclosure statementThis study has been approved by the Human Research Ethics Committee at Author 1’s university. A reference number is 2021-2022-0328. No potential conflict of interest was reported by the author(s).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by The Education University of Hong Kong: [Grant Number RG76/2020-2021R].","PeriodicalId":22198,"journal":{"name":"Teaching in Higher Education","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking\",\"authors\":\"Ying Zhan, Zhi Hong Wan, Munty Khon\",\"doi\":\"10.1080/13562517.2023.2280268\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACTStudent feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate students, using structural equation modelling. Results reveal that the complexity dimension of epistemic beliefs positively influences student feedback literacy, both directly and indirectly through critical thinking. Meanwhile, the source dimension directly influences student feedback literacy positively, but indirectly negatively through critical thinking. The justification dimension indirectly benefits student feedback literacy through critical thinking, while the certainty dimension has a direct negative effect. The study concludes that nurturing dialectic epistemic beliefs and critical thinking is vital for developing feedback-literate students in higher education.KEYWORDS: Student feedback literacyCambodian undergraduate studentsepistemic beliefscritical thinking Ethical disclosure statementThis study has been approved by the Human Research Ethics Committee at Author 1’s university. A reference number is 2021-2022-0328. No potential conflict of interest was reported by the author(s).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by The Education University of Hong Kong: [Grant Number RG76/2020-2021R].\",\"PeriodicalId\":22198,\"journal\":{\"name\":\"Teaching in Higher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2023-11-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching in Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13562517.2023.2280268\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13562517.2023.2280268","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking
ABSTRACTStudent feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate students, using structural equation modelling. Results reveal that the complexity dimension of epistemic beliefs positively influences student feedback literacy, both directly and indirectly through critical thinking. Meanwhile, the source dimension directly influences student feedback literacy positively, but indirectly negatively through critical thinking. The justification dimension indirectly benefits student feedback literacy through critical thinking, while the certainty dimension has a direct negative effect. The study concludes that nurturing dialectic epistemic beliefs and critical thinking is vital for developing feedback-literate students in higher education.KEYWORDS: Student feedback literacyCambodian undergraduate studentsepistemic beliefscritical thinking Ethical disclosure statementThis study has been approved by the Human Research Ethics Committee at Author 1’s university. A reference number is 2021-2022-0328. No potential conflict of interest was reported by the author(s).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by The Education University of Hong Kong: [Grant Number RG76/2020-2021R].
期刊介绍:
Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.