Mapping the associations between feedback practices and feedback literacy in Catalan universities

This study examined how components of feedback practices, including message types, implementation processes, student characteristics, contextual conditions, and feedback agents, relate to overall feedback literacy and its five dimensions among university students. A cross-sectional survey was administered to undergraduates at three Catalan universities ( N = 2612). Students completed the 24‑item Feedback Literacy Behaviour Scale and items assessing feedback practices. Linear mixed‑effects models were used to estimate associations. The results varied across dimensions, with seeking feedback showing the strongest pattern of associations. Implementation variables were the most consistent correlates across models. Corrective feedback, gender, and year of study also stood out due to their associations with multiple dimensions. The findings suggest that targeted course-level implementations have the potential to strengthen feedback literacy. Future studies should analyse additional feedback practices and student characteristics and refine interventions and supports tailored to specific dimensions of feedback literacy.