Students’ engagement with feedback: Current understanding and future directions

This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book draws attention to the intricacy of students' affect, cognition, and behavior in feedback processes. It sheds light on the interplay between emotions and feedback, provides valuable insights that contribute to a more holistic and comprehensive understanding of effective feedback practices. The book demonstrates that students with achievement orientation were able to leverage unsatisfactory results to identify the aspects to be improved for examination preparation. It discusses how students experience assessment feedback. The book also suggests that by recognizing the diversity in students' receptivity to instructional feedback, teachers can tailor their feedback approaches to better meet the individual needs and preferences of their students. It reports a nested hierarchy of teachers' conceptions of feedback: directive (focus on error corrections); interactive (focus on interaction to aid students' understanding); and reflective (focus on students' introspection for academic regulation).