ACADEMIC FEEDBACK LITERACY AND PSYCHOLOGICAL RESILIENCE IN MASTER’S STUDENTS: A DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY FRAMEWORK

Abstract

This conceptual paper explores the relationships among academic feedback literacy, achievement emotions, and psychological resilience in master’s students. Feedback in graduate education involves more than receiving corrective information: it also requires interpreting critique, regulating emotions, exercising judgement, and translating comments into revisions. Drawing on feedback literacy research, control-value theory, self-determination theory, and self-regulated learning scholarship, the article proposes a developmental-educational framework comprising four linked processes: feedback interpretation, emotional regulation, strategic response, and reflective transfer. It also outlines practical supervisory strategies and observable indicators for future evaluation. The approach is particularly relevant to students undertaking research-intensive tasks, including thesis planning, scholarly writing, and oral defence preparation. The conclusions are conceptual rather than causal: no original interviews, interventions, or quantitative data were collected. The proposed framework requires empirical testing across graduate programmes and learning contexts.