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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1495684
This article is part of the Research Topic Promoting Innovative Learning-oriented Feedback Practice: Engagement, Challenges, and Solutions View all 6 articles

The Development and Validation of the Student Self-Feedback Behavior Scale (SfBS)

Provisionally accepted
Yongle YANG Yongle YANG 1*Zi Yan Zi Yan 2Jinyu ZHU Jinyu ZHU 2Wuyuan GUO Wuyuan GUO 3Junsheng WU Junsheng WU 2Bingjun HUANG Bingjun HUANG 2
  • 1 Jingchu University of Technology, Jingmen, China
  • 2 The Education University of Hong Kong, Tai Po, Hong Kong, SAR China
  • 3 Haile Experimental School, Shenzhen, China

The final, formatted version of the article will be published soon.

    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 selffeedback process.

    Keywords: Self-feedback Behavior, Scale development and validation, Chinese student, cross validation, Measurement invariance (MI)

    Received: 13 Sep 2024; Accepted: 01 Nov 2024.

    Copyright: © 2024 YANG, Yan, ZHU, GUO, WU and HUANG. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Yongle YANG, Jingchu University of Technology, Jingmen, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.