Proposal Title
Student perceptions of feedback, mindfulness, and stress
Session Type
Poster
Room
Thames Hall Atrium
Start Date
13-7-2023 4:30 PM
End Date
13-7-2023 6:00 PM
Keywords
mindfulness, feedback literacy, stress, student perception, interdisciplinary
Primary Threads
Teaching and Learning Science
Abstract
Background: Student feedback literacy is a barrier to the learning process (Carless et al., 2020; Hattie et al., 2007). Students with greater feedback literacy engage with feedback more productively than students with low feedback literacy (Winstone et al., 2017). Negative reactions to feedback are common and can lead to feelings of isolation which can negatively impact student engagement with feedback and the learning process.
Mindfulness is a skill that is defined as paying attention, on purpose, and without judgement (Kabat-Zinn, 2003). It helps develop a sense of empathy and shared experiences, and reduces stress. However, its importance to feedback literacy has yet to be investigated.
Hypothesis: Students with high levels of mindfulness will have low levels of stress and high feedback literacy skills.
Methods: Students were invited from science, health professional, and social science programs to complete a Qualtrics survey on mindfulness, feedback literacy, and stress. This was followed by virtual focus groups where insight was gained into emotions elicited by feedback, mindfulness practices, and application of digital tools related to mindfulness to help alleviate feedback-related stress. Thematic analysis was conducted.
Results: 237 students participated in the survey; 18 students participated in the focus groups. Mindfulness was significantly positively correlated with feedback literacy, and significantly negatively correlated with stress. Students experience a range of emotions throughout the feedback process. Feedback literacy is impacted by multiple factors including student perceptions of themselves, assessors, and peers, and concerns about the impact of feedback on their future.
Conclusion: Mindful students experience less stress associated with feedback.
This research was approved by our institutional research ethics board.
Elements of Engagement
I will highlight one stealth mindfulness activity as part of the presentation.
Student perceptions of feedback, mindfulness, and stress
Thames Hall Atrium
Background: Student feedback literacy is a barrier to the learning process (Carless et al., 2020; Hattie et al., 2007). Students with greater feedback literacy engage with feedback more productively than students with low feedback literacy (Winstone et al., 2017). Negative reactions to feedback are common and can lead to feelings of isolation which can negatively impact student engagement with feedback and the learning process.
Mindfulness is a skill that is defined as paying attention, on purpose, and without judgement (Kabat-Zinn, 2003). It helps develop a sense of empathy and shared experiences, and reduces stress. However, its importance to feedback literacy has yet to be investigated.
Hypothesis: Students with high levels of mindfulness will have low levels of stress and high feedback literacy skills.
Methods: Students were invited from science, health professional, and social science programs to complete a Qualtrics survey on mindfulness, feedback literacy, and stress. This was followed by virtual focus groups where insight was gained into emotions elicited by feedback, mindfulness practices, and application of digital tools related to mindfulness to help alleviate feedback-related stress. Thematic analysis was conducted.
Results: 237 students participated in the survey; 18 students participated in the focus groups. Mindfulness was significantly positively correlated with feedback literacy, and significantly negatively correlated with stress. Students experience a range of emotions throughout the feedback process. Feedback literacy is impacted by multiple factors including student perceptions of themselves, assessors, and peers, and concerns about the impact of feedback on their future.
Conclusion: Mindful students experience less stress associated with feedback.
This research was approved by our institutional research ethics board.