The development and validation of the Student Self-feedback Behavior Scale

被引：0

作者：

Yang, Yongle ^{[1
]}

Yan, Zi ^{[2
]}

Zhu, Jinyu ^{[2
]}

Guo, Wuyuan ^{[3
]}

Wu, Junsheng ^{[2
]}

Huang, Bingjun ^{[2
]}

机构：

[1] Jingchu Univ Technol, Sch Educ, Jingmen, Peoples R China

[2] Educ Univ Hong Kong, Hong Kong, Peoples R China

[3] Haile Expt Sch, Shenzhen, Peoples R China

来源：

FRONTIERS IN PSYCHOLOGY | 2025年 / 15卷

关键词：

self-feedback behavior; scale development and validation; Chinese student; cross validation; measurement invariance; HIGHER-EDUCATION; FIT INDEXES; AGREEABLENESS; PERCEPTIONS; VALIDITY;

D O I：

10.3389/fpsyg.2024.1495684

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Though the importance and benefits of students' active role in the feedback process have been widely discussed in the literature, an instrument for measuring students' self-feedback behavior is still lacking. This paper reports the development and validation of the Self-feedback Behavior Scale (SfBS), which comprises three dimensions (seeking, processing, and using feedback). The SfBS items were constructed in line with the self-feedback behavioral model. One thousand two hundred fifty-two high school students (Grade 10 to Grade 12) in mainland China participated in this survey. The exploratory factor analysis revealed a three-factor model reaffirmed in the confirmatory factor analysis. The multi-group CFA supported the measurement invariance of the SfBS across gender. Using the SfBS can help researchers and teachers better understand students' self-feedback behavior and optimize benefits derived from the self-feedback process.

引用

页数：11

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