摘要：

Abstract:

【Purpose/significance】 Academic feedback is a key element in students＇learning process. The exploration of academic

feedback avoidance is helpful to describe the behavior characteristics of the avoiders, explore the potential influencing factors, and pro⁃

vide effective guidance for reducing students＇ avoidance of academic feedback.【Method/process】 A mixed methodology was ad⁃

opted. The basic behavioral characteristics of avoiders were investigated by questionnaire. Elicitation diary and semi-structured inter⁃

view were used to collect text data of academic feedback avoidance. Grounded theory was used to explore the potential influencing fac⁃

tors.【Result/conclusion】 Most avoiders recognize the positive effects of academic feedback, but they will avoid it due to negative emo⁃

tions such as tension, anxiety, regret, as well as negative cognition such as doubt about their own ability. Avoidance of academic feed⁃

back is mainly manifested as delaying knowing feedback, avoiding feedback sources and controlling attention. Academic feedback is

inherently driven by individual attitude, which is influenced by many personal factors, feedback factors, task factors and social environ⁃

ment factors.【Innovation/limitation】 This study expands the research situation of information avoidance and constructs the framework

of influencing factors of academic feedback avoidance. Subsequently, controlled experiments can be carried out to test or correct the in⁃

fluencing factors and their action paths excavated in this study.