Supervisory Feedback Practices and Growth Mindset of University Students in Lahore, Pakistan: A Correlational Study

Abstract

Supervisory feedback is considered crucial for students' academic development, but its link with growth mindset has received little attention in Pakistani higher education. The present study aimed to assess the levels of supervisory feedback practices and growth mindset and to examine the relationship of overall supervisory feedback and its five dimensions with overall growth mindset. A correlational design was used with 480 BS (7th and 8th semester) and MS/MPhil students selected through multistage stratified sampling from public and private universities in Lahore. Data were gathered through a structured questionnaire and both scales showed good reliability, Cronbach's alpha .870 for supervisory feedback and .876 for growth mindset. Mean, standard deviation and Pearson correlation were applied. Results showed moderate levels of supervisory feedback practices (M = 3.28, SD = 0.60) and growth mindset (M = 3.33, SD = 0.62). Overall supervisory feedback was strongly and positively related to growth mindset (r = .786, p < .001). Similarly, all five dimensions were positively and significantly correlated with overall growth mindset, with supervisor-student communication (r = .649) and guidance for improvement (r = .647) showing stronger correlations than constructiveness, timeliness and clarity. The study suggests that effective supervision goes beyond evaluation and helps develop students who see challenges as chances to learn.