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Dealing Confidently with Feedback: The Impact of a Grow Your Academic Resilience Workshop

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Title: Dealing Confidently with Feedback: The Impact of a Grow Your Academic Resilience Workshop
Language: English
Authors: Helen Briscoe, Claire Olson, Maisie Prior
Source: Journal of Learning Development in Higher Education. 2023 (28).
Availability: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Feedback (Response), Resilience (Psychology), Workshops, Program Effectiveness, Multiple Literacies, College Students, Readiness, Learner Engagement, Student Improvement, Self Esteem, Student Attitudes, Emotional Response, Personal Autonomy, Student Behavior
ISSN: 1759-667X
Abstract: A key concern for educators is that students actively receive, engage with, and implement their academic feedback. However, increasing evidence suggests that students in HE do not engage well with feedback. One way to address this concern is to look at how we can develop feedback literacy in students, which requires a level of academic resilience. Resilience in an academic context is known to increase retention and students' engagement in their learning, as well as supporting workplace readiness. This research looks at students' readiness and willingness to engage with their academic feedback and assesses whether learning about academic resilience can improve feedback engagement. Two cohorts of students were identified to take part in a Grow Your Academic Resilience (GYAR) Workshop. Using a mixed methods approach, participants were invited to complete a pre- and post-session questionnaire. Participants quantitatively rated their pre- and post-session confidence about dealing constructively with academic feedback, while free-text responses provided qualitative data. Findings suggest that offering students practical tools and strategies increases their willingness and confidence in engaging with and acting upon their feedback.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447235
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Dealing Confidently with Feedback: The Impact of a Grow Your Academic Resilience Workshop
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  Data: <searchLink fieldCode="AR" term="%22Helen+Briscoe%22">Helen Briscoe</searchLink><br /><searchLink fieldCode="AR" term="%22Claire+Olson%22">Claire Olson</searchLink><br /><searchLink fieldCode="AR" term="%22Maisie+Prior%22">Maisie Prior</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Development+in+Higher+Education%22"><i>Journal of Learning Development in Higher Education</i></searchLink>. 2023 (28).
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  Data: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/
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  Data: A key concern for educators is that students actively receive, engage with, and implement their academic feedback. However, increasing evidence suggests that students in HE do not engage well with feedback. One way to address this concern is to look at how we can develop feedback literacy in students, which requires a level of academic resilience. Resilience in an academic context is known to increase retention and students' engagement in their learning, as well as supporting workplace readiness. This research looks at students' readiness and willingness to engage with their academic feedback and assesses whether learning about academic resilience can improve feedback engagement. Two cohorts of students were identified to take part in a Grow Your Academic Resilience (GYAR) Workshop. Using a mixed methods approach, participants were invited to complete a pre- and post-session questionnaire. Participants quantitatively rated their pre- and post-session confidence about dealing constructively with academic feedback, while free-text responses provided qualitative data. Findings suggest that offering students practical tools and strategies increases their willingness and confidence in engaging with and acting upon their feedback.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
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      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Workshops
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Multiple Literacies
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Readiness
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      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Improvement
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      – SubjectFull: Self Esteem
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Emotional Response
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Student Behavior
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      – TitleFull: Dealing Confidently with Feedback: The Impact of a Grow Your Academic Resilience Workshop
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            NameFull: Claire Olson
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            NameFull: Maisie Prior
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              Y: 2023
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