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Related Concept Videos

Surveys02:16

Surveys

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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Self-esteem, a core aspect of psychological well-being, reflects an individual's positive and negative self-evaluation in terms of worth, competence, and overall value. It is both a stable trait and a dynamic process, influenced by experiences and social interactions across the lifespan. While global self-esteem offers a general assessment, research highlights that self-esteem is multidimensional and varies across specific life domains.Domain-Specific Self-EsteemResearchers have delineated...
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Sources of Self-Esteem II: Performance Feedback01:24

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Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem:...
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Case Studies01:22

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Self-Evaluation: Self-Enhancement and Self-Verification03:00

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Related Experiment Video

Updated: Oct 4, 2025

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Students' feedback experiences and expectations pre- and post-university entry.

Keith Gray1, Robert Riegler2, Michael Walsh1

  • 1Department of Economics, Finance and Accounting, Coventry University, Coventry, UK.

SN Social Sciences
|February 7, 2022
PubMed
Summary

UK undergraduate students often feel dissatisfied with university feedback. This study reveals a significant gap between student expectations and actual feedback, highlighting the need for better expectation management.

Keywords:
Feedback designFeedback expectationFeedback experienceHigher education

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Area of Science:

  • Education
  • Higher Education Studies
  • Student Feedback Research

Background:

  • Student dissatisfaction with university feedback is a persistent issue in the UK.
  • Pre-university feedback experiences significantly shape expectations for higher education.
  • Understanding these expectations is key to improving the feedback process.

Purpose of the Study:

  • To explore the causes of dissatisfaction among UK undergraduate students regarding university feedback.
  • To analyze the relationship between pre-university feedback experiences and higher education feedback expectations.
  • To identify strategies for managing student feedback expectations and improving feedback design.

Main Methods:

  • A large-scale survey was conducted with first-year undergraduate students at a UK Business School.
  • Data was collected during course induction meetings.
  • Analysis focused on comparing students' past feedback experiences with their expectations for university feedback.

Main Results:

  • A significant misalignment was found between students' expectations and the reality of university feedback.
  • Students' prior educational experiences influence their perceptions of higher education feedback.
  • Timeliness and nature of feedback are critical factors contributing to dissatisfaction.

Conclusions:

  • Managing student expectations regarding feedback is crucial for a successful transition to university.
  • Course leaders should implement strategies to align feedback practices with student expectations.
  • Improving feedback design and communication can enhance the student learning experience.