Abstract
When students enter university, they become increasingly accountable for their own learning. Feedback and self-reflection processes are an important part of this. Therefore, the primary aim of this mixed methods study is to contribute to the understanding of how feedback literacy and self-reflection can be measured, interact, and support each other in the learning process. The study uses reflective logs, self-reflection course grades, the Feedback Orientation Scale, and the Self-Reflection and Insight Scale to follow-up on engineering students during their first year at university. In general, a positive relation is observed between feedback literacy and self-reflection, as well as growth during the first year at university, as evidenced through students' reflective logs. These findings support earlier research and echo the call to promote reflection about feedback to enhance student feedback literacy. As these observations were not supported by the measurement scales, it is suggested that if the goal is to assess actual engagement rather than students' intentions, the scales should be used with caution.