Higher education students’ perception of and level of engagement with the feedback they receive has gained increasing attention in the literature to identify areas which require educators’ attention. However, predictors of students’ perception and engagement have yet to be identified. To address this, a survey measuring students’ views and practices regarding feedback was completed. Characteristics of the individual student (gender, age and whether English is their first language), the learning environment (student living on or off campus) and course-related variables (year of study of the course and whether the second subject was the same or a different discipline) were analysed to assess whether these variables predict students’ perception and engagement with feedback. Multivariate analysis established that the only significant predictor variable was year of study of the course, thus identifying a key predictor while ruling out numerous potential predictors. As the only significant predictor of students’ relationship with feedback was their year of study, further analyses were conducted to establish which specific areas of perception of and engagement with feedback change as a function of this.

中文翻译：

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确定学生对评估反馈的看法和参与度的预测因素

高等教育学生对他们收到的反馈的看法和参与程度在文献中越来越受到关注，以确定需要教育工作者关注的领域。然而，学生感知和参与的预测因素尚未确定。为了解决这个问题，完成了一项衡量学生对反馈的看法和做法的调查。个别学生的特征（性别、年龄以及英语是否是他们的第一语言）、学习环境（学生住在校内或校外）和课程相关变量（课程的学习年份以及第二个科目是否相同或一个不同的学科）进行分析，以评估这些变量是否能预测学生对反馈的看法和参与度。多变量分析确定唯一重要的预测变量是课程的学习年份，从而确定了一个关键的预测变量，同时排除了许多潜在的预测变量。由于学生与反馈关系的唯一重要预测因素是他们的学习年份，因此进行了进一步的分析，以确定哪些特定的感知和参与反馈领域会随之发生变化。