批判性思维
调解
读写能力
心理学
辩证法
维数(图论)
信息素养
确定性
批判性识字
高等教育
数学教育
教育学
认识论
社会学
政治学
社会科学
哲学
数学
纯数学
法学
作者
Ying Zhan,Ying Zhan,Munty Khon
标识
DOI:10.1080/13562517.2023.2280268
摘要
ABSTRACTStudent feedback literacy is emphasised in recent literature as a critical attribute of university graduates. Although the impacts of epistemic beliefs on specific dimensions of student feedback literacy have been discussed in the literature, there is still a lack of quantitative research to investigate the strength of such impacts. This study explores the impact of epistemic beliefs on student feedback literacy among 727 Cambodian undergraduate students, using structural equation modelling. Results reveal that the complexity dimension of epistemic beliefs positively influences student feedback literacy, both directly and indirectly through critical thinking. Meanwhile, the source dimension directly influences student feedback literacy positively, but indirectly negatively through critical thinking. The justification dimension indirectly benefits student feedback literacy through critical thinking, while the certainty dimension has a direct negative effect. The study concludes that nurturing dialectic epistemic beliefs and critical thinking is vital for developing feedback-literate students in higher education.KEYWORDS: Student feedback literacyCambodian undergraduate studentsepistemic beliefscritical thinking Ethical disclosure statementThis study has been approved by the Human Research Ethics Committee at Author 1’s university. A reference number is 2021-2022-0328. No potential conflict of interest was reported by the author(s).Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by The Education University of Hong Kong: [Grant Number RG76/2020-2021R].
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