Teachers’ two-way feedback interaction: Behaviours, predictors and outcomes

Feedback is well-established as influential in learning. However, dissonance between teachers' unilateral, or one-way feedback and students actual learning highlights that students' learning remains under-developed. This thesis advances the feedback literature on how teachers' two-way feedback interaction through Respectful Inquiry (RI; i.e., asking questions, question openness, attentive listening, recognition respect, appraisal respect, and a safe learning space) is critical in promoting learning. Findings from three studies involving qualitative and regression analyses underscore the significance of teachers' RI-related behaviours in predicting students' metacognition (knowledge and regulation) and motivation during two-way feedback.