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The purpose of this paper is to explore whether oral feedback by inspectors of the Dutch Inspectorate of Education is an adequate method to support the professional development of teachers in primary education. This study aims to examine the impact of short feedback training for inspectors (focused on effective feedback conversations) on feedback quality and on teachers ' feedback perception. In addition, it aims to study the relation between immediate perception and the delayed perception of that feedback.

In an independent sample experimental design, 15 inspectors provided feedback to 40 teachers in primary education. Nine inspectors received short feedback training (the experimental group), while six others did not receive this training (the control group).

The results indicate that feedback provided by trained inspectors can foster professional development of teachers in primary education and that short feedback training has added value. The quality of the feedback by inspectors was related to teachers ' immediate perception of the feedback and the delayed perception of the feedback.

A limitation of this study is the small group of inspectors and the limited number of feedback conversations they could provide. Further research could be aimed at examining the impact of feedback of trained inspectors on the professional development of underperforming teachers.

This paper contributes to research that examines effective ways to use feedback conversations in workplace settings for the professional development of teachers.

Theoretical explanations for the diverse reactive feedback from secretarial employees in different career phases are relatively unexplored. However, research examining age differences in the impact of feedback suggests that the effects of performance feedback may differ for employees in the early career phase and employees in the late career phase. This paper aims to address this issue.

This contribution reports an experimental study on feedback perceptions and attribution by 173 secretarial employees of 12 Dutch organizations. Each participant responded to one of eight scenarios, which varied in terms of feedback content, sender status, and sender performance appraisal. Feedback perceptions were measured in terms of perceived fairness, acceptance, usefulness, willingness to improve and affect. An additional scale measured attribution.

The results reveal that elaborated specific feedback is perceived as more adequate, irrespective of feedback sender status and appraisal. Complex three-way interaction effects were found for educational level on affect and attribution, and for career phase on willingness to improve and affect. Low-educated employees reacted more strongly to supervisor feedback. Employees in the late career phase were more oriented towards the content of the feedback than feedback sender status, whereas the latter was of more concern for employees in the early and middle career phase.

In order for feedback to be considered as adequate, it is necessary to formulate the feedback as specific and as elaborated as possible. Employees in their late career phase especially react differently in comparison to employees in early and middle career phases. They are more inclined “to opt for quality” and appreciate elaborated feedback from a high experienced sender. Human resource managers should be aware of this in their policy towards employees in their late career phase

The present study shows that feedback content and sender characteristics (status and performance appraisal) differentially affect feedback perceptions and attribution. In addition, the study reveals that perceptions and attributions of performance feedback might be mediated by educational level and career phase.

Research has supported both feedback’s variable effects on performance and the effect of attributions on subsequent behavior. Managers’ attributions for subordinates’ performance affect how they react to those subordinates and the feedback they give, and subordinates’ own attributions affect their subsequent behavior. It is unclear whether (or how) a manager’s attributions for subordinate behavior affect subordinate behavior. Building on research that shows emotional reactions in response to attributions in feedback, this study aims to examine how recipients’ perceptions and subsequent effort and performance are affected when others’ attributions are shared through feedback.

Drawing on attribution theory and feedback intervention theory, this study conducts a lab experiment using manipulated performance feedback to test the effects of feedback sign and attributions in the feedback. Perceptions of the attribution are also measured to test their effects. The data were analyzed using analysis of variance and regression in SPSS 27.

Results show that perceptions of the attribution communicated in feedback, rather than feedback sign alone, affect perceived valence of the feedback (e.g. feedback with an attribution to luck is generally perceived as negative). These perceptions also affect feedback acceptance and impact subsequent effort and performance more than the “objective” attribution, underscoring the importance of recipient reactions and perceptions in the feedback process.

This paper shows that recipients’ perceptions of others’ attributions included in feedback impact feedback reactions, effort and performance. This is valuable to scholars researching feedback and to practitioners to better understand how feedback they deliver may be interpreted.

The burgeoning literature on the feedback environment has begun to link this important construct to many relevant employee behaviors and attitudes. However, the underlying mechanisms linking the feedback environment to feedback seeking are not well understood. To address these gaps in the literature, this study integrates organizational support theory, the norm of reciprocity, and current empirical research to develop and test a model explicating this link. Data obtained from 202 supervisor-subordinate dyads indicated that perceived organizational support and job involvement play important roles in linking the feedback environment to supervisorreported feedback seeking behavior.

The purpose of this study is to explore the perceptions of teachers’ and undergraduate students concerning the provision of written corrective feedback (WCF) in Saudi EFL writing classrooms in the form of a case study.

The sample consisted of three teachers and five students, whose views on WCF were recorded via individual semi-structured interviews to gather qualitative data.

The results revealed some divergent viewpoints between students and teachers and among peers in both groups.

By offering the best WCF practice and considering students' interests, this research is important for improving the pedagogical approaches used by EFL instructors for teaching writing to university learners. It will, therefore, have more of an impact on EFL writing instruction.

The purpose of this paper is to overview the state of research on feedback and aspects of feedback that have been under-researched in the scholarly literature, particularly involving the theme of quality of the feedback. The paper seeks to draw on the existing literature, to develop a conceptual framework that identifies important aspects associated with quality of feedback that the articles in this special issue uniquely address.

This is a conceptual article that presents the results of an analysis of the feedback research literature and offers an abbreviated overview of it. It also develops a conceptual model that illustrates the complexity of the feedback process and identifies gaps that exist in the literature which the contributions of this special issue address.

The provision of feedback is critical to individuals ' learning and performance improvement in the context of their work. Coupled with the provision of feedback is the importance and need for high quality feedback. The quality of feedback and factors that influence it are the central themes of this issue.

This paper introduces this special issue on “Perceptions of quality of feedback in organizations: characteristics, determinants, outcomes of feedback, and possibilities for improvement” by overviewing the concepts associated with feedback and feedback seeking and developing a conceptual model that highlights the complexity of the feedback process. It also identifies existing gaps in the knowledge base that the contributions within this special issue address.

The purpose of this paper is to explore how firms can enhance feedback systems by studying the effects of offering junior auditors an opportunity to provide upward feedback and acknowledging their voice has been heard and will be considered for evaluation purposes.

This study uses a 2 × 1 + 1 (voice confirmation × opportunity + no opportunity) between-subjects experimental design that manipulated upward feedback opportunity (i.e., opportunity or no opportunity) and voice confirmation for those that do receive upward feedback opportunity (i.e., receive indication upward feedback was heard and will be considered or receive no indication upward feedback was heard). Within the no upward feedback opportunity condition participants did not have a chance to receive voice confirmation.

Through analysis of 117 upper-division undergraduate accounting students, the authors find the receipt of upward feedback opportunity and voice confirmation positively influence justice perceptions. Furthermore, the authors find interactional justice is positively associated with organizational citizenship behaviors (OCB), negatively associated with counterproductive work behaviors (CWB) and mediates the association between upward feedback voice confirmation and both OCB and CWB through indirect-only mediation. The authors also find distributive justice facilitates competitive and indirect-only mediation between upward feedback opportunity and OCB and CWB.

This is the first study to examine the influence of giving staff auditors the opportunity to provide upward feedback and informing upward feedback providers (e.g., staff) their voice has been heard and will be considered for evaluation purposes.

The purpose of this paper is to examine how two motives for feedback-seeking behavior, the instrumental and image enhancement motives, impact the feedback-seeking process and supervisor ratings of task performance.

Correlational data were collected from supervisor-subordinate dyads and analysed with path analysis.

Results show that perceptions of a supportive supervisory feedback environment are associated with both higher instrumental and image enhancement motives. The instrumental motive fully mediates the relationship between the feedback environment and feedback-seeking behavior. However, the positive effect of feedback-seeking behavior on task performance ratings made by supervisors is only significant when the image enhancement motive is low. Contrary to expectations, no direct or moderating effects were found for the instrumental motive on performance ratings.

These results demonstrate that many instances of feedback-seeking behavior are motivated by a desire to enhance one’s public image, and that high image enhancers can earn strong performance ratings even with low feedback-seeking behavior. Overall, the findings highlight the critical importance of measuring employees’ motives in research on feedback and performance management.

This is the first study to explicitly examine how motives mediate and moderate the relationships between feedback environment perceptions, feedback-seeking behavior, and performance in the workplace. The findings suggest that future research on feedback-seeking behavior should measure and model the effects of motives on feedback processes.

The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.

A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.

Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.

The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.

The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.

The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.

The paper seeks to show that self‐determination is a widely regarded motivational variable in educational research that relates to intrinsically motivated, self‐directed learning at work. This study aimed to find out whether the possibility to provide upward feedback to supervisors contributes to employees' feelings of self‐determination. This should only be the case if the subordinates perceive the possibility to provide feedback as a serious possibility of influence and improvement.

The paper finds that in a cross‐sectional case study, 76 employees from a high‐tech industry enterprise were surveyed for their perception of upward feedback and their feeling of self‐determination by questionnaire. Self‐determination was measured by the support of the intrinsic needs of autonomy, competence and social relatedness at the workplace.

The paper finds that, as expected, the perceived quality of the upward feedback is related positively to self‐determination. Employees who perceive the upward feedback as a chance for improving their working conditions also perceive more support of autonomy, competence and social relatedness at their workplace.

In the paper the correlative design allows no conclusions about the direction of causality between the perceived quality of the upward feedback and self‐determination. Further, due to the design the results are limited to the specific field.

The paper delivers a new aspect of the role of feedback for learning in organisations by casting light on beneficial effects for the provider of the feedback, not the receiver. It emphasises the role of empowerment and participation for establishing an organisational climate that fosters motivation and learning, and shows the possible contribution of upward feedback in this process.