THE CONNECTION BETWEEN FEEDBACK AND STUDENTS' RECEPTIVITY TO TEACHER CRITICISM IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Angelos Charalampous, Maria Darra

Abstract


Feedback is a fundamental aspect of university learning because it links theory and practice, enhances learners' autonomy and self-regulation, and supports their academic development. For feedback to be effective, it must be specific, timely, clear, focused on the process, and encourage active participation. This systematic literature review analyses 54 studies from the decade 2015 to 2025, using the PRISMA 2020 methodology, to explore how teacher feedback contributes to higher education students' receptivity to criticism. The findings indicate that characteristics of feedback significantly impact students' receptivity. Constructive, clear, timely, and personalized feedback is particularly effective in enhancing understanding, engagement, and utilization of comments. Furthermore, psychological factors such as self-confidence, motivation, and resilience play a significant role in shaping students' attitudes toward criticism. The development of trust and empathy in teacher-student relationships also positively influences receptivity to feedback. In addition, external factors, including cultural context, group dynamics, and educational culture, significantly affect receptivity. Technology contributes positively by enhancing interactivity and accessibility. Finally, self-assessment tools like questionnaires, rubrics, reflective reports, and digital platforms emerge as highly impactful, fostering self-regulation, self-awareness, responsibility, and sustainable learning. These findings confirm the importance of active learner participation in the assessment process.

 

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feedback, receptivity, self-assessment, higher education

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DOI: http://dx.doi.org/10.46827/ejes.v13i3.6539

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