Exploring Elementary Student Perceptions of Writing Feedback

Sarah Marrs*, Sharon Zumbrunn**, Caitlin Mcbride***, JK Stringer****
* Doctoral Student, Department of Educational Research and Evaluation, Virginia Commonwealth University, Virginia, USA
** Associate Professor, Department of Educational Psychology, Virginia Commonwealth University, Virginia, USA.
*** Teacher, Buzz Aldrin Elementary School, Virginia, USA..
**** Doctoral Student, Department of Educational Psychology, Virginia Commonwealth University, Virginia, USA.
Periodicity:May - July'2016
DOI : https://doi.org/10.26634/jpsy.10.1.7069

Abstract

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.

Keywords

Writing, Teacher Feedback, Feedback Perceptions, Elementary Students, Social Cognitive Theory.

How to Cite this Article?

Marrs, S., Zumbrunn, S., Mcbride, C., and Stringer, JK. (2016). Exploring Elementary Student Perceptions of Writing Feedback. i-manager’s Journal on Educational Psychology, 10(1), 16-28. https://doi.org/10.26634/jpsy.10.1.7069

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