[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596427-105":59,"doc-detail-596427-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","student-reflections-on-mindfully-reframing-feedback-for-growth-in-academic-personal-and-professional-settings-article-20","Student Reflections on Mindfully Reframing Feedback for Growth in Academic, Personal, and Professional Settings - Article 20","","Feedback literacy, the process by which students make meaning and learn from feedback, is frequently low among post-secondary students, perhaps due to lack of training. The study examined whether students benefited from feedback literacy training integrated with mindfulness training, using a six-lesson online interactive wellness resource. It was embedded across multiple disciplines; 24 students completed feedback forms and 8 joined focus groups. Thematic analysis showed mindfulness supports reframing perspectives on academic, personal, and professional feedback, increasing feedback literacy and interest in mindfulness and wellbeing for learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-reflections-on-mindfully-reframing-feedback-for-growth-in-academic-personal-and-professional-settings-article-20/596427/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-reflections-on-mindfully-reframing-feedback-for-growth-in-academic-personal-and-professional-settings-article-20/596427.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study focus on regarding students and feedback?","Question",{"text":112,"@type":113},"The study focuses on feedback literacy and how students make meaning and learn from feedback. It examines whether students benefit from training that integrates feedback literacy with mindfulness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the training intervention designed and where was it used?",{"text":117,"@type":113},"The intervention was a six-lesson online interactive wellness resource connecting mindfulness to feedback literacy. It was embedded into online course sites across disciplines including Health Sciences, Medical Sciences, Media Studies, and Law.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the thematic analysis reveal after students completed the training?",{"text":121,"@type":113},"The analysis found that mindfulness and feedback literacy were applicable for reframing perspectives on academic, personal, and professional feedback. Students reported greater feedback literacy and expressed a desire to explore mindfulness and wellbeing for learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596427,1792083062,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":26,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 16 | Issue 1 | Article 20 |\n| --- | --- |\n| Summer 08-31-2025\u003Cbr>Student Reflections on Mindfully Reframing Feedback for Growth in Academic, Personal, and Professional Settings\u003Cbr>Erin Isings †\u003Cbr>Western University, [eisings@uwo.ca](eisings@uwo.ca)[ ](eisings@uwo.ca)Cecilia S. Dong †\u003Cbr>Western University, [cdong57@uwo.ca](cdong57@uwo.ca)[ ](cdong57@uwo.ca)Hugh Samson\u003Cbr>Western University, [hugh.samson@uwo.ca](hugh.samson@uwo.ca)[ ](hugh.samson@uwo.ca)Samantha M. Jones\u003Cbr>Western University, [sjone49@uwo.ca](sjone49@uwo.ca)[ ](sjone49@uwo.ca)Lisa McCorquodale\u003Cbr>Western University, [lmccorq@uwo.ca](lmccorq@uwo.ca)[ ](lmccorq@uwo.ca)[Thomas G. W. Telfer](Thomas G. W. Telfer)\u003Cbr>Western University, [ttelfer@uwo.ca](ttelfer@uwo.ca)[ ](ttelfer@uwo.ca)Tracey Ropp\u003Cbr>Western University, [tlropp@uwo.ca](tlropp@uwo.ca)[ ](tlropp@uwo.ca)[Christine E. Bell](Christine E. Bell)\u003Cbr>Western University, [christine.bell@uwo.ca](christine.bell@uwo.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2025.1.19788](https://doi.org/10.5206/cjsotlrcacea.2025.1.19788) |  |\n\nRecommended Citation  \nIsings, E., Dong, C. S., Samson, H., Jones, S. M., McCorquodale, L., Telfer, T. G. W., Ropp, T., & Bell, C. E. (2025) . Student reflectionson mindfully reframing feedback for growth in academic, personal, and professional settings. The Canadian Journal for the Scholarship of Teaching and Learning, 16(1). [https://doi.org/10.5206/cjsotlrcacea.2025.1.19788](https://doi.org/10.5206/cjsotlrcacea.2025.1.19788)  \nStudent Reflections on Mindfully Reframing Feedback for Growth in Academic, Personal, and Professional Settings  \nAbstract  \nFeedback literacy, the process by which students make meaning and learn from feedback, is frequently low among post-secondary students, perhaps due to lack of training (Carless & Boud, 2018) . We sought to determine if students benefitted from feedback literacy training integrated with mindfulness training. We created a six-lesson, online, interactive wellness resource relating to mindfulness and its application to feedback literacy and embedded it into online course sites from different disciplines (Health Sciences, Medical Sciences, Media Studies, and Law). Twenty-four students completed feedback forms and eight subsequently participated in focus groups. Thematic analysis revealed applicability of mindfulness and feedback literacy to reframing perspectives on academic, personal, and professional feedback. Students expressed greater feedback literacy and a desire to explore mindfulness and wellbeing for learning upon completing online course training.  \nLa capacité à comprendre et à tirer parti des rétroactions, processus par lequel les étudiants et les étudiantes donnent du sens et apprennent à partir des rétroactions, est souvent faible chez les étudiantset les étudiantes de l'enseignement supérieur, peut-être en raison d'un manque de formation (Carless & Boud, 2018) . Nous avons cherché à déterminer si les étudiants et les étudiantes tiraient profit d'une formation à la littératie du feedback intégrée à une formation à la pleine conscience. Nous avons créé une ressource interactive en ligne de six leçons sur le bien-être, portant sur la pleine conscience et son application à la littératie du feedback, et l'avons intégrée à des sites de cours en ligne de différentes disciplines (sciences de la santé, sciences médicales, études des médias et droit). Vingt-quatre étudiantset étudiantes ont rempli des formulaires de commentaires et huit ont ensuite participé à des groupes de discussion. L'analyse thématique a révélé l'applicabilité de la pleine conscience et de la compréhension de la rétroaction recadrer les perspectives sur les rétroactions académiques, personnels et professionnels. Les étudiants et les étudiantes ont exprimé une meilleure compréhension des ré","cbCaidqjcPRAH9vU","https://ap.wps.com/l/cbCaidqjcPRAH9vU","pdf",403741,24,"English","# Abstract\n## Feedback literacy and mindfulness training\n## Study design and implementation\n## Participant outcomes and thematic findings","[{\"question\":\"What does the study focus on regarding students and feedback?\",\"answer\":\"The study focuses on feedback literacy and how students make meaning and learn from feedback. It examines whether students benefit from training that integrates feedback literacy with mindfulness.\"},{\"question\":\"How was the training intervention designed and where was it used?\",\"answer\":\"The intervention was a six-lesson online interactive wellness resource connecting mindfulness to feedback literacy. It was embedded into online course sites across disciplines including Health Sciences, Medical Sciences, Media Studies, and Law.\"},{\"question\":\"What did the thematic analysis reveal after students completed the training?\",\"answer\":\"The analysis found that mindfulness and feedback literacy were applicable for reframing perspectives on academic, personal, and professional feedback. Students reported greater feedback literacy and expressed a desire to explore mindfulness and wellbeing for learning.\"}]","Student Reflections on Mindfully Reframing Feedback for Growth in Academic, Personal, and Professional Settings - Article 20 | PDF"]