Feedback and Self-Assessment: A Systematic Review of Their Effects on Enhancing Students' Receptivity to Teacher Criticism in Secondary Education

Abstract

Feedback is a vital educational tool that helps students identify gaps in their understanding, improve their performance, and achieve their learning goals. To be effective, feedback should be given promptly, clearly, and with specific directions for improvement. This systematic review analyzes 36 studies conducted between 2015 and 2025, following the PRISMA 2020 methodology. It explores how feedback and self-assessment contribute to enhancing secondary school students' receptiveness to teacher criticism. The findings reveal that the characteristics of feedback significantly influence students' receptiveness. Positive, constructive, clear, and formative feedback is particularly effective in fostering commitment, self-regulation, motivation, and learning progress. Additionally, direct and personalized feedback promotes better understanding and application of the comments received. Moreover, students' individual characteristics—such as self-esteem, self-confidence, self-efficacy, emotional maturity, a growth mindset, and past experiences with criticism—play a significant role in shaping their attitudes toward feedback, whether positive or defensive. The quality of the teacher-student relationship is also crucial for fostering students' emotional safety and their acceptance of criticism, although this area requires further research. External factors, such as cultural background, classroom dynamics, and the use of digital tools, are equally important, as they contribute to creating a positive learning environment and enhance receptiveness through personalization, interactivity, and collaboration. Finally, self-assessment tools like rubrics and reflective journals strengthen students' self-regulation, responsibility, and positive attitudes toward feedback. This confirms the importance of active student participation in the learning process.