CC BY-NC-ND 4.0 Attribution-NonCommercial-NoDerivatives 4.0 International DeedRose, SarahTaylor, LouiseJones, Sian2024-08-062024-08-062024-08-22Rose, S.E., Taylor, L. and Jones, S.E. (2025) ‘Perceptions of feedback and engagement with feedback among undergraduates: an educational identities approach’, Assessment & Evaluation in Higher Education, 50(2), pp. 266–278. Available at: https://doi.org/10.1080/02602938.2024.2390933.0260-2938https://eresearch.qmu.ac.uk/handle/20.500.12289/13827https://doi.org/10.1080/02602938.2024.2390933VoR added to record 09/09/2024.Engaging with feedback has been widely shown to support learning, but levels of engagement with feedback among individual students varies considerably. This study assessed educational identities to understand this variation, while also seeking to confirm the distinct but related role of perceptions of feedback. Data from 170 undergraduate students in the UK completed an online questionnaire to assess their perceptions of feedback, engagement with feedback, learner identity, consumer identity, and discipline identity, as well as provide age, gender, ethnicity, and level of study. As predicted, perceptions of feedback was significantly positively correlated with engagement with feedback, and learner identity and discipline identity were also significantly positively correlated with perceptions of feedback and engagement with feedback. Data were subsequently analysed to test various hypotheses about the interactions among these variables. Critically, we found support for the proposed mediating effect of perceptions of feedback on the relation between learner identity and engagement with feedback, however, consumer identity did not moderate this effect. These findings suggest that students who demonstrate the greatest engagement with feedback are those with a strong learner identity, thus, interventions to promote learner identity may increase students’ engagement with feedback and ultimately improve their outcomes.266–278en© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.http://creativecommons.org/licenses/by-nc-nd/4.0/Feedback EngagementPerceptions of FeedbackLearner IdentityConsumer IdentityDiscipline IdentityArticle