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• W4308971583 abstract "This study (N = 788) investigated experimentally how students respond to critical instructor feedback by manipulating teaching assistant (TA) cultural background and experience, and feedback wording and detail. Open-ended responses were also elicited to learn about students’ reactions to such feedback. Results indicated that instructor competence and trustworthiness differed based on TA background, experience, and feedback wording. Instructor goodwill differed based on feedback wording and detail. Finally, feedback wording lowered students’ self-efficacy and increased students’ negative affect when worded negatively vs. affirmatively. Open-ended data revealed students respond to critical feedback by implementing it, seeking further clarification but also reacting affectively, or figuring out alternatives." @default.
• W4308971583 created "2022-11-20" @default.
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• W4308971583 date "2022-11-14" @default.
• W4308971583 modified "2023-09-26" @default.
• W4308971583 title "How Students Respond to Critical Feedback from Teaching Assistants: The Effect of Instructor and Feedback Characteristics on Perceptions of Credibility, Efficacy, Affect, and Self-Esteem" @default.
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• W4308971583 doi "https://doi.org/10.1080/10570314.2022.2135386" @default.
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