An Exploration of the Relationship between Students’ Preferences for Formative Feedback and Self-Regulated Learning Skills

Volume 04 - Issue 04
Recep Çakır Özgen Korkmaz Ahmet Bacanak Ömer Arslan
Pages: 14-30 Download Count : 739 View Count: 706 Facebook Share on Google+ Save to Zotero Save to Mendeley


The purpose of this study is to explore students’ preferences for formative feedback and its relationship with their self-regulated learning skills. The study used a mixed methods approach in which quantitative data collection and analysis was followed by qualitative data collection and analysis. ‘Preferences toward Formative Feedback’ and ‘Self-Regulated Learning Skills’ instruments were utilized to gather the quantitative data and a semi-structured interview was carried out to gather the qualitative data. The quantitative data were collected from 330 students, and a semi-structured interview was carried out with 10 students. Among the various findings, one is considered critical: although students from different self-regulation capabilities; either low, average or high, frequently preferred formative feedback that are listed in the students’ preferences toward formative feedback instrument, those having high self-regulated learning skills depend infrequently on formative feedback than students who have lower self-regulated learning skills. An exploration of the relationships between students’ preferences for formative feedback and self-regulated learning skills may give educators better understanding to overcome the challenge of providing appropriate formative feedback in accordance with students’ self-regulated learning skills. Moreover, such an understanding and awareness enable educators to enhance students’ self-regulated learning skills that is an essential quality in a life-long learning era.


  • Feedback
  • formative feedback
  • self-regulation
  • preferences
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