UM
Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study
Zheng,Yao1; Yu,Shulin1; Wang,Bo2; Zhang,Yiran1
2020-03-03
Source PublicationInnovations in Education and Teaching International
ABS Journal Level2
ISSN1470-3297
Volume57Issue:2Pages:186-197
AbstractThis case study shows how three Master’s students engage affectively, behaviourally and cognitively with supervisor feedback on thesis drafts. The data sources are students’ drafts, supervisor’s oral and written feedback, and student interviews. Six themes of student engagement are identified in the data, namely (1) gaining reassurance from the supervisor’s compliments, (2) trusting the supervisor’s feedback due to his position of authority, (3) following the supervisor’s advice selectively, (4) engaging with academia by incorporating more citations, (5) not fully understanding the feedback and (6) ‘letting it go and moving on’.
Keywordpostgraduate students Student engagement supervisor feedback thesis writing
DOI10.1080/14703297.2019.1617181
URLView the original
Language英语
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Cited Times [WOS]:2   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionUniversity of Macau
Corresponding AuthorWang,Bo
Affiliation1.Faculty of Education,University of Macau,Taipa,Macao
2.College of Foreign Languages,Shandong University of Science and Technology,Qingdao,China
First Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Zheng,Yao,Yu,Shulin,Wang,Bo,et al. Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study[J]. Innovations in Education and Teaching International,2020,57(2):186-197.
APA Zheng,Yao,Yu,Shulin,Wang,Bo,&Zhang,Yiran.(2020).Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study.Innovations in Education and Teaching International,57(2),186-197.
MLA Zheng,Yao,et al."Exploring student engagement with supervisor feedback on master’s thesis: Insights from a case study".Innovations in Education and Teaching International 57.2(2020):186-197.
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