The feedback vaccine: using inoculation theory to address cultural differences in negative instructional feedback

This study used a 2 (time: pre- vs. postexposure) × 3 (preemptive message: control, face-supportive, inoculation) mixed online experimental design to investigate whether preemptive messaging from international instructors of high-power-distance cultures can mitigate negative perceptions among students from low-power-distance cultures when receiving critical feedback. Results indicated that negative instructor feedback significantly reduced perceived student–instructor rapport, positive attitude toward the instructor, and willingness to enroll in future classes with this instructor. However, negative feedback did not influence students’ feelings about instructor credibility, the perceived fairness of the comments, or the perceived fairness of the grading. Additionally, preemptive inoculation messages were more effective than face-supportive messages in preserving positive student perceptions, underscoring the importance of strategically addressing cultural differences in instructional communication. However, the magnitude of change stemming from the negative feedback on perceptions of instructor credibility, as well as the perceived fairness of the comments and grading, was not significantly different across any of the conditions.