The Student Feedback Literacy Instrument (SFLI): Multilingual Validation and Introduction of a Short-Form Version

Feedback literacy is increasingly recognized as essential individual difference for how students approach and learn from feedback in higher education. This study provides validity evidence for a refined version of the Student Feedback Literacy Instrument (SFLI), designed to measure the construct across two dimensions –feedback attitudes and feedback practices– in three languages: German, English, and Turkish. We developed both a full-length and a short-form version (SFLI-S). Using confirmatory factor analyses on different student samples (Ntotal= 1424), we confirmed the two-factor structure across languages, supporting the model of feedback literacy comprising of attitudinal and behavioral components. Associations with related constructs further support the instrument’s convergent validity. As a psychometrically sound, multilingual instrument, the SFLI can facilitate cross-cultural feedback literacy research and provides a valuable tool for research and educational practice. The SFLI-S offers an economical alternative, enabling wider integration into studies on how students engage with feedback.