JPSY_V10_N1_RP3 Sarah Marrs Sharon Zumbrunn Caitlin McBride JK Stringer Journal on Educational Psychology 2230 – 7141 10 1 16 28 Writing, Teacher Feedback, Feedback Perceptions, Elementary Students, Social Cognitive Theory The purpose of this descriptive qualitative investigation was to explore elementary students' (N = 867) perceptions of the feedback they receive on their writing. After responding to the closed-ended question, “Do you like to receive feedback about your writing?” students were branched to the appropriate follow-up open-ended question, “Why do/don't you like to receive feedback about your writing from your teacher?” The majority of students reported liking writing feedback and provided reasons related to mastery and positive affective responses to feedback. A sizeable number of students reported not liking feedback and provided reasons related to avoidance of receiving feedback and negative affective responses associated with feedback. Qualitative findings highlight the range of both positive and negative views about writing feedback, as well as the power of listening to student voices. May - July 2016 Copyright © 2016 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Archives.aspx?JournalIssueId=3778