Feedback and Receptivity to Criticism: A Literature Review of the Dynamics between Teachers and Learners in Primary Education

Abstract

Feedback is an essential tool in education that helps students recognize their knowledge gaps and enhance their performance, ultimately helping them achieve their learning objectives. For feedback to be effective, it should be provided promptly, clearly communicated, and include specific suggestions for improvement. Its effectiveness relies not only on the teacher but also on various factors, including the feedback’s characteristics, the individual traits of the students, the teacher-student relationship, and external influences that affect how feedback is received and utilized. This systematic review, based on an analysis of 28 studies from the past decade following the PRISMA 2020 method, examines the role of feedback in primary education, particularly focusing on factors that influence students' acceptance of teachers' criticism. The findings indicate that the effectiveness of feedback significantly depends on its type, delivery method, timing, educational approach, and context. Students respond best to feedback that is clear, positive, and tailored to encourage improvement. Additionally, external factors - primarily technology and, to a lesser extent, family dynamics and classroom environment - played a role in how feedback was accepted. Furthermore, there has been limited research on the crucial impact of individual student characteristics and a teacher-student relationship built on trust and respect in shaping how receptive students are to criticism. Lastly, the study found that self-assessment and peer collaboration significantly promote positive attitudes and engagement in learning.