Abstract
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. Copyright © 2025 Yang, Yan, Zhu, Guo, Wu and Huang.
| Original language | English |
|---|---|
| Article number | 1495684 |
| Journal | Frontiers in Psychology |
| Volume | 15 |
| DOIs | |
| Publication status | Published - Jan 2025 |
Citation
Yang, Y., Yan, Z., Zhu, J., Guo, W., Wu, J., & Huang, B. (2025). The development and validation of the Student Self-feedback Behavior Scale. Frontiers in Psychology, 15, Article 1495684. https://doi.org/10.3389/fpsyg.2024.1495684Keywords
- Self-feedback behavior
- Scale development and validation
- Chinese student
- Cross validation
- Measurement invariance