Structural validity and invariance of the Feedback Perceptions Questionnaire |
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| Institution: | 1. Department of Educational Sciences, University of Groningen, Grote Rozenstraat 3, 9712 TG, Groningen, the Netherlands;2. Department of Statistics, Open University of the Netherlands, P.O. Box 2960, 6401 DL, Heerlen, the Netherlands;3. Institute of Education and Child Studies, Leiden University, P.O. Box 9555, 2300 RB, Leiden, the Netherlands;4. Psychology of Learning and Instruction, Technische Universitaet Dresden, Zellescher Weg 17, D-01062, Dresden, Germany |
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| Abstract: | Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of the Feedback Perceptions Questionnaire (FPQ). The FPQ measures feedback perceptions in terms of perceived fairness, usefulness, acceptance, willingness to improve, and affect. Secondary school students (N = 1486) received a fictional scenario containing Concise General Feedback or Elaborated Specific Feedback by a fictional peer. Students rated their perceptions as if they had received the feedback themselves. Confirmatory Factor Analysis (CFA) supports the structural validity of the FPQ and its invariance for the two types of peer feedback, gender, four grade-levels and two tracks. Perceived fairness of peer feedback was a strong positive predictor of willingness to improve and affect, whereas perceived usefulness and acceptance of peer feedback showed a more complex pattern in predicting willingness to improve and affect. |
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| Keywords: | Feedback Feedback perceptions Confirmatory factor analysis Structural validity Measurement invariance Structural equation modelling |
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