Using quantitative and qualitative methods, we explore students' engagement with critical feedback in an authentic university setting. Findings support the centrality of strong relationships in the feedback process. Study 1 was the first conceptual replication and extension of Yeager et al.'s (2014) wise feedback intervention to test the effectiveness/efficacy in a new setting. Undergraduate students (n = 94) were randomly assigned to receive a wise feedback message (explicitly stated the instructor's high expectations and belief in the student's ability to meet those expectations) or a control message. Although we did not replicate prior findings, we observed high initial levels of institutional and relational trust, which was maintained across the semester for students in both conditions. In Study 2, we conducted interviews with BIPOC (Black, Indigenous, People of Color) students (n = 6), to explore the underlying assumptions of wise feedback (i.e., attributional ambiguity) and their experiences with critical feedback in higher education. Although these discussions were nuanced, and will be unpacked further, generally students highlighted the role of feedback in bolstering or deteriorating their relationships with instructors. These findings have implications for educators who are tasked with providing critical feedback while simultaneously protecting relational dynamics with students.

中文翻译：

---

对高等教育的明智反馈和信任：对本科生批判性反馈体验的定量和定性探索

我们使用定量和定性方法，探索学生在真实的大学环境中参与批判性反馈的情况。研究结果支持了反馈过程中牢固关系的中心地位。研究 1 是 Yeager 等人 (2014) 明智的反馈干预的首次概念复制和扩展，以测试新环境中的有效性/功效。本科生（n  = 94）被随机分配接收明智的反馈消息（明确说明教师的高期望并相信学生有能力满足这些期望）或控制消息。尽管我们没有重复之前的研究结果，但我们观察到机构和关系信任的初始水平很高，这种信任在两种情况下的学生在整个学期都保持不变。在研究 2 中，我们对 BIPOC（黑人、原住民、有色人种）学生（n  = 6）进行了访谈，以探讨明智反馈（即归因模糊性）的基本假设以及他们在高等教育中接受批判性反馈的经验。尽管这些讨论很微妙，并且将进一步展开，但学生们普遍强调了反馈在加强或恶化他们与教师关系方面的作用。这些发现对教育工作者具有重要意义，他们的任务是提供批判性反馈，同时保护与学生的关系动态。