Abstract
Previous feedback models in education (1) overlook that intrapersonal factors (i.e. factors describing one’s personality) as well as interpersonal factors (i.e. factors describing the relationship between people) simultaneously affect feedback provision and feedback processing and (2) only implicitly assume that the feedback sender and feedback recipient deal with error identification and error making during feedback processes. This chapter provides a model that conceptualises the concurrent interplay between intrapersonal and interpersonal factors and feedback provision and feedback processing in dyadic interactions, while taking as a starting point the assumption that errors, if identified and acted upon, offer a potential to revise one’s own performance. As such, the model embraces the theoretical complexity of interpersonal communication, as well as the importance of errors for learning.
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Aben, J.E.J., Dingyloudi, F., Timmermans, A.C., Strijbos, JW. (2019). Embracing Errors for Learning: Intrapersonal and Interpersonal Factors in Feedback Provision and Processing in Dyadic Interactions. In: Henderson, M., Ajjawi, R., Boud, D., Molloy, E. (eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-25112-3_7
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