Gong Yuhong, Zhang Shang, Zhang Ting, Yi Xinfa
Department of Education, Shaanxi Normal University, Xi'an, China.
Department of Basic Teaching, The Engineering & Technical College of Chengdu University of Technology, Le'shan, China.
Front Psychol. 2025 May 14;16:1516253. doi: 10.3389/fpsyg.2025.1516253. eCollection 2025.
Existing research has not yet thoroughly explored the mechanism through which feedback influences reflective learning, failing to effectively guide teaching practice. This study shifts the research focus from a singular feedback to a comprehensive exploration of feedback literacy, and delves into the internal dynamics of groups to investigate the sub-group characteristics of reflective learning. It aims to provide more detailed empirical evidence, as well as more targeted and operational improvement recommendations for reflective learning practice.
this study has developed a research design that encompasses latent variable profile analysis and subsequent analyses. A total of 704 Chinese high school students (45.31% male, 54.69% female) effectively participated in the surveys using the Feedback Literacy Scale and the Reflective Thinking Level Questionnaire, along with standardized academic examinations organized by their schools.
the LPA results indicated the presence of four latent types of reflective learning among Chinese high school students, named as follows: the Low Reflective Learning Group (LRLG, 22.9%), the Low Habits-high Understanding Learning Group (LHHULG, 15.6%), the Moderate Reflective Learning Group (MRLG, 46.3%), and the High Reflective Learning Group (HRLG, 15.2%). It revealed that feedback literacy, age, grade, and gender are closely correlated with the latent types of reflective learning. Meanwhile, a close correlation between the latent types of reflective learning and achievements in Mathematics and English.
students in different latent types of reflective learning groups exhibit distinct characteristics in habitual behavior, understanding, reflection, and critical reflection. As age and grade level increase, the number of students in the HRLG decreases; Males tend to HRLG, MRLG and LHHULG, while females tend toward LRLG. The elicitation, enactment, commitment, and readiness within feedback literacy can significantly influence the latent type grouping of reflective learning, and compared to the LRLG, the MRLG, LHHULG, and HRLG exhibit better performance in English and mathematics. The conclusions of this study not only help educators understand the characteristics of subgroups within latent types of reflective learning but also guide teachers in utilizing the identified relationship between feedback literacy and latent types of reflective learning to implement differentiated instruction or personalized guidance.
现有研究尚未充分探究反馈影响反思性学习的机制，无法有效指导教学实践。本研究将研究重点从单一的反馈转向对反馈素养的全面探索，并深入研究群体的内部动态，以调查反思性学习的亚组特征。旨在为反思性学习实践提供更详细的实证证据，以及更具针对性和可操作性的改进建议。
本研究设计了一种包含潜在变量剖析分析及后续分析的研究方案。共有704名中国高中生（男生占45.31%，女生占54.69%）有效参与了调查，他们使用了反馈素养量表和反思性思维水平问卷，同时还参加了学校组织的标准化学术考试。
潜在变量剖析分析结果表明，中国高中生中存在四种潜在的反思性学习类型，分别命名如下：低反思性学习组（LRLG，占22.9%）、低习惯-高理解学习组（LHHULG，占15.6%）、中等反思性学习组（MRLG，占46.3%）和高反思性学习组（HRLG，占15.2%）。研究发现，反馈素养、年龄、年级和性别与反思性学习的潜在类型密切相关。同时，反思性学习的潜在类型与数学和英语成绩之间也存在密切关联。
不同潜在反思性学习组的学生在习惯行为、理解、反思和批判性反思方面表现出不同的特点。随着年龄和年级的增加，高反思性学习组的学生数量减少；男生倾向于高反思性学习组、中等反思性学习组和低习惯-高理解学习组，而女生则倾向于低反思性学习组。反馈素养中的引发、实施、承诺和准备状态会显著影响反思性学习的潜在类型分组，与低反思性学习组相比，中等反思性学习组、低习惯-高理解学习组和高反思性学习组在英语和数学方面表现更好。本研究的结论不仅有助于教育工作者了解潜在反思性学习类型中亚组的特征，还能指导教师利用反馈素养与反思性学习潜在类型之间的关系实施差异化教学或个性化指导。
