| Title: |
Student Reflections on Mindfully Reframing Feedback for Growth in Academic, Personal, and Professional Settings |
| Language: |
English |
| Authors: |
Erin Isings; Cecilia S. Dong; Hugh Samson; Samantha M. Jones; Lisa McCorquodale; Thomas G. W. Telfer; Tracey Ropp; Christine E. Bell |
| Source: |
Canadian Journal for the Scholarship of Teaching and Learning. 2025 16(1). |
| Availability: |
University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Feedback (Response); Multiple Literacies; Metacognition; Transfer of Training; Stress Management; Emotional Response; College Students; Student Experience; Student Attitudes; Individual Development; Professional Development; Student Development; Electronic Learning; Foreign Countries |
| Geographic Terms: |
Canada |
| ISSN: |
1918-2902 |
| Abstract: |
Feedback literacy, the process by which students make meaning and learn from feedback, is frequently low among post-secondary students, perhaps due to lack of training (Carless & Boud, 2018). We sought to determine if students benefitted from feedback literacy training integrated with mindfulness training. We created a six-lesson, online, interactive wellness resource relating to mindfulness and its application to feedback literacy and embedded it into online course sites from different disciplines (Health Sciences, Medical Sciences, Media Studies, and Law). Twenty-four students completed feedback forms and eight subsequently participated in focus groups. Thematic analysis revealed applicability of mindfulness and feedback literacy to reframing perspectives on academic, personal, and professional feedback. Students expressed greater feedback literacy and a desire to explore mindfulness and well-being for learning upon completing online course training. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1489108 |
| Database: |
ERIC |