Wise Feedback Research Articles

Wise feedback and trust in higher education: A quantitative and qualitative exploration of undergraduate students' experiences with critical feedback

AbstractUsing quantitative and qualitative methods, we explore students' engagement with critical feedback in an authentic university setting. Findings support the centrality of strong relationships in the feedback process. Study 1 was the first conceptual replication and extension of Yeager et al.'s (2014) wise feedback intervention to test the effectiveness/efficacy in a new setting. Undergraduate students (n = 94) were randomly assigned to receive a wise feedback message (explicitly stated the instructor's high expectations and belief in the student's ability to meet those expectations) or a control message. Although we did not replicate prior findings, we observed high initial levels of institutional and relational trust, which was maintained across the semester for students in both conditions. In Study 2, we conducted interviews with BIPOC (Black, Indigenous, People of Color) students (n = 6), to explore the underlying assumptions of wise feedback (i.e., attributional ambiguity) and their experiences with critical feedback in higher education. Although these discussions were nuanced, and will be unpacked further, generally students highlighted the role of feedback in bolstering or deteriorating their relationships with instructors. These findings have implications for educators who are tasked with providing critical feedback while simultaneously protecting relational dynamics with students.

Using Wise Feedback as an Inclusive Teaching Approach.

Using Wise Feedback as an Inclusive Teaching Approach.

Evaluating the acceptability of ATMAN intervention for self-harm in youth in India: A pilot study

Background There is a dearth of psychological interventions for self-harm that have been tested and found acceptable by youth in low- and middle income countries. ĀTMAN (Sanskrit word meaning “self” or “self-existent essence”) is one such contextually adapted psychological intervention developed in India. It has three key elements; problem-solving, emotion regulation, and social network strengthening skills. Objective We delivered ATMAN in a series of young people who self-harm to optimize the content, structure and delivery mechanisms, and to assess their experiences of therapy and engagement. Methods ATMAN was delivered sequentially by a psychiatrist and non-specialist counselor in 16 participants between 14 to 24 years who presented to a tertiary level public hospital in Mumbai with self-harm. Quantitative measurement tools included Beck’s Scale for Suicidal Ideation (BSI), the Patient Health Questionnaire −9 (PHQ-9), Functional Assessment of Self-Mutilation, and session feedback form. Qualitative tools included PSYCHLOPS and exit interviews. Results Eight female and four male participants completed therapy with a mean of five sessions and an average duration of 50 min. There were no differences in module wise feedback ratings of the psychiatrist and counselor. There were significant differences in the pre- and post-therapy scores on BSI (mean difference (confidence interval)) (−16.8 (−20.2, −13.3)) and PHQ-9 (−10.8 (−14.5, −7.04)). Various content modifications were undertaken during this phase. Conclusion ATMAN was acceptable to youth in India who self-harm. Modifications introduced during pilot trial phase make ATMAN better suited to the needs of the youth. ATMAN has the potential to be delivered by non- specialist counselors and to be integrated at all levels of health care settings including primary health care to reduce the burden of suicide in young people. However, an extended randomized controlled trial of ATMAN treatment with multiple counselors will help in identifying key competencies that should be developed during training and supervision, and various quality assurance measures that can be undertaken for effective implementation of ATMAN.

CORR Insights®: The Majority of Black Orthopaedic Surgeons Report Experiencing Racial Microaggressions During Their Residency Training.

CORR Insights®: The Majority of Black Orthopaedic Surgeons Report Experiencing Racial Microaggressions During Their Residency Training.

Sacralizing the Secular in Latter-day Saint Salvation Histories (1890–1930)

Research Article| July 01 2020 Sacralizing the Secular in Latter-day Saint Salvation Histories (1890–1930) Miranda Wilcox Miranda Wilcox MIRANDA WILCOX is an associate professor of English at Brigham Young University. She received her MMS and PhD in medieval studies at the University of Notre Dame. This paper was generated from presentations at the “Faith in the Secular Age” conference, the International Congress of Medieval Studies, and the Mormon History Association conference in 2019. She thanks Don Chapman, Christopher Jones, Juliana Chapman, Samuel Brown, Philip Barlow, Jason Kerr, Megan Cook, and JMH reviewers for their wise feedback. Search for other works by this author on: This Site Google Journal of Mormon History (2020) 46 (3): 23–59. https://doi.org/10.5406/jmormhist.46.3.0023 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Miranda Wilcox; Sacralizing the Secular in Latter-day Saint Salvation Histories (1890–1930). Journal of Mormon History 1 July 2020; 46 (3): 23–59. doi: https://doi.org/10.5406/jmormhist.46.3.0023 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressJournal of Mormon History Search Advanced Search The text of this article is only available as a PDF. Copyright 2020 by the Board of Trustees of the University of Illinois2020 Article PDF first page preview Close Modal You do not currently have access to this content.

Targeting parent trust to enhance engagement in a school-home communication system: A double-blind experiment of a parental wise feedback intervention.

Parental behavioral and relational engagement in school include components of trust, communication, and respect that are positively predictive of student academic success. Parents who report high levels of trust with their child's teacher are more likely to be involved in school and related programs and events. Direct teacher-parent communication has been demonstrated to strengthen parental trust, thereby increasing parental engagement. The parent wise feedback intervention is a relational technique that communicates high expectations from one person to another while simultaneously creating a space for reciprocal dialogue to strengthen trust. The purpose of this study was to examine the effectiveness of this intervention on parental behavioral and relational engagement and student behaviors through a double-blind randomized control trial. The sample consisted of 51 students in third through fifth grade whose parents demonstrated low levels of engagement. Results demonstrated a significant increase in parental behavioral and relational engagement for the majority of parents in the intervention condition. In addition, changes in parental responses were positively correlated with changes in student behaviors. Educators can easily implement this low-cost, parent-directed intervention to enhance parental behavioral and relational engagement in populations that demonstrate high levels of mistrust with school personnel. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School

A promising development in school-based prevention and intervention science is the use of applied social–psychological concepts to improve students’ experiences and outcomes in school. Mounting evidence from rigorous studies supports the efficacy of theoretically informed interventions grounded in social psychology, including growth mindset and values affirmation. One of particular utility for educators and school psychologists is wise feedback, which is a relational technique for providing skillful, constructive feedback. The overarching purpose of this study was to further explore the potential efficacy of wise feedback as a targeted intervention for students exhibiting social problem behaviors resulting in negative outcomes. Wise feedback was implemented using a multiple-baseline design with six students exhibiting signs of dropout (i.e., lack of trust and sense of belonging in a school) in ninth grade. Visual and statistical analysis indicated improvement in the students’ sense of belonging and trust in their schools. Implications, limitations, and future directions are discussed.

Addressing Stereotype Threat is Critical to Diversity and Inclusion in Organizational Psychology.

Recently researchers have debated the relevance of stereotype threat to the workplace. Critics have argued that stereotype threat is not relevant in high stakes testing such as in personnel selection. We and others argue that stereotype threat is highly relevant in personnel selection, but our review focused on underexplored areas including effects of stereotype threat beyond test performance and the application of brief, low-cost interventions in the workplace. Relevant to the workplace, stereotype threat can reduce domain identification, job engagement, career aspirations, and receptivity to feedback. Stereotype threat has consequences in other relevant domains including leadership, entrepreneurship, negotiations, and competitiveness. Several institutional and individual level intervention strategies that have been field-tested and are easy to implement show promise for practitioners including: addressing environmental cues, valuing diversity, wise feedback, organizational mindsets, reattribution training, reframing the task, values-affirmation, utility-value, belonging, communal goal affordances, interdependent worldviews, and teaching about stereotype threat. This review integrates criticisms and evidence into one accessible source for practitioners and provides recommendations for implementing effective, low-cost interventions in the workplace.

Transient thermal–hydraulic analysis of complete single channel blockage accident of generic 10 MW research reactor

Thermal–hydraulic behavior for a complete blockage of a single fuel channel in a generic 10MW research reactor is studied by using the system analysis code RELAP5/MOD3.3 which is widely used in the nuclear industry. Fuel assembly geometry is lumped into a 4 channel model to model high and average power cases which are spatially discretized. Various axial power shapes coming from different control rods positions are considered in the analysis, where the minimum wall subcooled margin is found to exist for case with highest peaking for an average powered channel blockage transient. Vapor generation is observed from first and second highest peaking cases where cyclic variation of vapor inventory inside a blocked channel resulted in oscillatory behavior of the fuel temperature. Effect of a presence of an oxide layer is also tested which showed a slight increase in structure temperatures and vapor generation. Point kinetics model is utilized in the analysis code to observe the effect of reactivity feedback and consequences from different application ranges are compared. Analysis shows a consideration of assembly wise feedback results in increased feedback effect and decreased boiling which deviate from single channel wise feedback case. This calls for a detailed multi-dimensional simulation with neutronics and thermal–hydraulics simultaneously considered. Analyses results show that the consideration of feedback improves the outcome in terms of fuel temperature, and its integrity is conserved for all test cases.

Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide.

Three double-blind randomized field experiments examined the effects of a strategy to restore trust on minority adolescents' responses to critical feedback. In Studies 1 and 2, 7th-grade students received critical feedback from their teacher that, in the treatment condition, was designed to assuage mistrust by emphasizing the teacher's high standards and belief that the student was capable of meeting those standards--a strategy known as wise feedback. Wise feedback increased students' likelihood of submitting a revision of an essay (Study 1) and improved the quality of their final drafts (Study 2). Effects were generally stronger among African American students than among White students, and particularly strong among African Americans who felt more mistrusting of school. Indeed, among this latter group of students, the 2-year decline in trust evident in the control condition was, in the wise feedback condition, halted. Study 3, undertaken in a low-income public high school, used attributional retraining to teach students to attribute critical feedback in school to their teachers' high standards and belief in their potential. It raised African Americans' grades, reducing the achievement gap. Discussion centers on the roles of trust and recursive social processes in adolescent development.