Resumo

POSTMA, TC  e  SYKES, LM. The association between feedback delivery and student self-regulation. S. Afr. dent. j. [online]. 2025, vol.80, n.6, pp.330-335. ISSN 0375-1562.  https://doi.org/10.17159/sadj.v80i06.23579.

PURPOSE: This paper examined the association between the mode of feedback delivery and the student's ability to self-regulate learning. METHODS: A Prisma 2020 scoping review was conducted by entering "Ethics" and "Feedback" as the only two key words in the Medline (Web of Science), Pubmed and PsycINFO databases. No limitations were placed on the search to maximise the identification of ethical considerations that influence feedback. Duplicates, non-sensical publications and non-English articles were systematically removed. The remaining publication titles were screened for appropriateness and relevance. The search strategy required there to be some form of connotation to 1) feedback delivery 2) ethical considerations and 3) the impact on students' self-regulation in any teaching context. Articles were qualitatively analysed. Apposite quotations were recorded, and emerging themes were grouped under teacher and student-related factors. RESULTS: "Ethical" feedback delivery was linked to academic success and promoted the development of self-regulation amongst learners. Conversely an "unethical" mode of feedback delivery was linked to poor performance and a lack of growth. Respect, being autonomy supportive and the maintenance of confidentiality during feedback delivery could be linked to psychological safety, which encourages learning. The opposite behaviour created fear which is not conducive to learning, particularly amongst students with low self-esteem and self-regulating capabilities. CONCLUSION: The associations drawn in this study may serve a s a conceptual model for staff development to provide constructive feedback with an ethical basis to induce self-regulation amongst students.

Palavras-chave : Ethics; feedback; self-regulation; psychological safety.

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