Roles of Indirect Feedback and Attitude for Sustainability in Learning

Sustainability in learning includes a circumstance when students embrace learning as the foundation for their development. Thus, the study aims to understand past experiences of secondary students with indirect feedback, attitude, and subjective norms and how these experiences impact on their paradigm and mindset about learning. The research is a case-study. The survey is based on the Double-loop Learning concept and Theory of Planned Behaviour. A total of 1,473 students from eight secondary schools located in the central Java region (Indonesia) participated in the survey. Based on the findings, for secondary students who are mostly from less-affluent families, only two factors (i.e., attitude and indirect feedback) significantly influence students’ paradigm and mindset about learning. Key research implications include the continuous importance of student-teacher relationships (for sustaining students’ positive attitude) and the need for more classroom openness (as indirect feedback from business and local communities appears to reshape paradigm and mindset). The findings provide a baseline to improve students’ learning experiences. Finally, the limitations and future studies are discussed.