The influence of teacher emotional support in feedback on feedback literacy: multiple mediation effect

In view of the neglect of previous studies on the relationship between how to provide feedback to students and how students should absorb feedback, this study constructed a multi-medium structural equation model and conducted a validation study on it. To this end, 704 senior high school students in China (45.31% male, 54.69% female, 43.47% in grade one, 28.69% in grade two, and 27.84% in grade three), were investigated by using students’ feedback literacy scale, perceived teachers’ emotion support questionnaire, critical reflection scale and cognitive reappraisal scale. The results showed that teachers’ emotion support can directly promote students’ feedback literacy, and can also indirectly promote students’ feedback literacy through cognitive reappraisal, critical reflection and their chain relationships. It is of great benefit for educators to construct and implement students’ feedback literacy intervention programs and improve feedback practice effect.