Feedback and focus: Exploring post-secondary students’ perceptions of feedback, mindfulness, and stress

Abstract

AbstractAddressing feedback-associated stress as a barrier to learning is increasingly relevant to student success and well-being. Mindfulness practices support stress management for students during the academic feedback process. Even if students receive high-quality feedback, the receiving end of feedback can be stressful, perhaps raising feelings of anxiety, confusion, or inadequacy. Feedback literacy and mindfulness practices complement one another. Mindfulness can potentially support feedback literacy by focusing one’s attention on the tasks needed to address feedback, instead of being distracted by emotions triggered by feedback. This study, comprised of an online survey (n = 237) and focus groups (n = 6), assesses post-secondary students’ perceptions concerning feedback literacy, mindfulness, and stress, and their thoughts about digital mindfulness tools intended to support students experiencing feedback-associated stress. Recruitment of students was from courses in Health Sciences, Medical Sciences, Media Studies, and Law. The survey data demonstrate that students with greater mindfulness have significantly greater feedback literacy as well as lower stress. Focus group data shows that a broad range of affective and behavioral responses are shaped by students’ perceptions of their abilities, circumstances, and feedback itself. Although students expressed familiarity with mindfulness practices, few considered explicitly linking mindfulness to their feedback process. Nevertheless, students expressed interest regarding the development of digital mindfulness tools to alleviate feedback-associated stress and offered recommendations for implementation.

Keywords

• Feedback
• mindfulness
• stress
• learning
• post-secondary students
• Stephen Darwin, Universidad Alberto Hurtado, Chile