Roles of Indirect Feedback and Attitude for Sustainability in Learning

Abstract

This research focused on the narrative relating to the learning process of secondary students, especially those who are less affluent. The scope of this narrative deals with the possible roles and benefits of indirect feedback to enhance secondary students’ learning. Thus, the research aimed to examine the impacts of their past experiences with indirect feedback (in interactions with people outside school), attitude, and social expectation on secondary students’ paradigm and mindset. The survey was based on the Double-loop Learning concept and Theory of Planned Behavior. A total of 1473 students from eight secondary schools located in the central Java region (Indonesia) participated in the survey. Based on the findings, two factors (i.e., attitude and indirect feedback) significantly influenced students’ paradigm and mindset on learning. Key implications to help sustain learning for secondary students include the continuous importance of an effective student–teacher relationship and the potential integration of indirect feedback from people outside school. In other words, the research suggests more classroom openness for indirect feedback when enhancing secondary students’ learning process. Finally, the limitations and future studies are discussed.