Structural validity and invariance of the Feedback Perceptions Questionnaire

Despite a growing interest in instructional feedback, students’ feedback perceptions received limited attention. We examined the structural validity and measurement invariance of Feedback Perceptions Questionnaire (FPQ). The FPQ measures terms perceived fairness, usefulness, acceptance, willingness to improve, affect. Secondary school students (N = 1486) fictional scenario containing Concise General or Elaborated Specific by peer. Students rated their as if they had themselves. Confirmatory Factor Analysis (CFA) supports its for two types peer gender, four grade-levels tracks. Perceived fairness was strong positive predictor improve affect, whereas usefulness acceptance showed more complex pattern predicting