Students’ perceptions of supervisory feedback can have a profound impact on their engagement with and agency in learning. Understanding students’ perceptions is vital to tailoring feedback to their needs. However, little is known about student perceptions of supervisory feedback on master’s theses. To address this lacuna, the present study collected feedback perceptions with a written questionnaire from 434 students in four disciplines (English Education, English Studies, Physics, and Engineering) at a Nepalese university. Quantitative and qualitative analyses revealed that the students as a group did not receive sufficient supervisory support and found their supervisors’ feedback practices unsatisfactory. Despite the inadequate support, they reported emotional, cognitive, and behavioural engagement with the supervisory feedback that they received, and their perceptions of supervisory feedback significantly predicted their self-reported engagement. Furthermore, perceptions of supervisory feedback and self-reported engagement varied significantly across the disciplines. Implications are derived from these findings for improving supervisory feedback practices.

学生对监督反馈的看法会对他们在学习中的参与度和能动性产生深远的影响。了解学生的看法对于根据他们的需求定制反馈至关重要。然而，关于学生对硕士论文的监督反馈的看法知之甚少。为了解决这个问题，本研究通过书面问卷收集了尼泊尔大学四个学科（英语教育、英语研究、物理和工程）的 434 名学生的反馈意见。定量和定性分析表明，学生作为一个群体没有得到足够的督导支持，并且发现他们的督导的反馈实践并不令人满意。尽管支持不足，但他们报告说，他们对收到的监督反馈进行了情感、认知和行为参与，他们对监督反馈的看法显着预测了他们自我报告的参与度。此外，对监督反馈和自我报告参与度的看法在不同学科之间存在显着差异。这些发现对改进监督反馈实践产生了启示。