Development of a measure of receptivity to instructional feedback and examination of its links to personality

Anastasiya A. Lipnevich* (Corresponding Author), Kalina Gjicali, Mustafa Asil, Jeffrey K. Smith

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)
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The purpose of this study was to report on the construction of an instrument to measure receptivity to instructional feedback (RIF) and provide initial validity evidence for its use. We also explored the degree to which students' receptivity of instructional feedback was associated with their the Big Five personality traits of Conscientiousness, Agreeableness, Neuroticism, Openness, and Extraversion. Confirmatory Factor Analysis suggested that the 4-factor initially hypothesized model that comprised experiential attitudes, instrumental attitudes, cognitive engagement with feedback, and behavioural engagement with feedback componets had good model fit. Out of the five personality dimensions, Conscientiousness and Openness were the strongest predictors of the receptivity components, especially of students' behavioural engagement with feedback. This study presents initial validity evidence of the utility of the RIF scale
Original languageEnglish
Article number110086
JournalPersonality and Individual Differences
Early online date19 May 2020
Publication statusPublished - 1 Feb 2021

Bibliographical note

CRediT authorship contribution statement: Anastasiya A. Lipnevich: Conceptualization, Methodology, Writing - original draft. Kalina Gjicali: Formal analysis, Writing - review & editing. Mustafa Asil: Formal analysis.

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.


  • Engagement with feedback
  • Feedback
  • Receptivity
  • Validity evidence
  • the Big Five


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