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Although the importance of investigating student feedback literacy has been widely argued in the literature, a measurement instrument is still lacking. In this study, a student feedback literacy scale was developed and validated. The scale consists of six dimensions (eliciting, processing, enacting, appreciation, readiness and commitment). Five hundred and fifty-five university students participated in this validation study. Both within and between-network approaches were used to analyse the validity of the student feedback literacy scale. Both confirmatory factor analysis and multi-group confirmatory factor analysis show that the scale is valid and that its structure is stable across students of different sexes and majors. The between-network analysis generated significant correlations between the six dimensions of student feedback literacy and students’ intrinsic and extrinsic learning motivation. The validated student feedback literacy scale can be used in future studies to explore how student feedback literacy develops over time and its relationships with a variety of influencing factors, such as learning motivation, learning environment, interpersonal relationships and instructional features.
Ying Zhan (Wed,) studied this question.