<p>Although students often acknowledge the importance of feedback, they generally struggle to engage with it and act upon it. Specific pedagogical factors, such as poorly structured feedback, unsuitable tone, and weak educator-student relationships, can impede effective utilisation of feedback. Students also exhibit varying degrees of comprehension, engagement, and action in response to feedback. Despite these observations, there is a lack of empirical studies systematically investigating diverse feedback experiences, practices, and action-taking behaviours of students. This paper addresses this gap by reporting on a study that aimed to explore students’ current feedback practices, self-reported action-taking behaviours, and perceived challenges related to students’ sensemaking and action-taking processes. A sample of 641 students from higher education was surveyed to investigate: (a) their feedback experiences, including practices, attitudes and beliefs; (b) variations in their motivations and emotional responses to feedback; and (c) variations in students’ perceived challenges in understanding and acting on feedback. The study employed 29 Likert scale items and latent class analysis (LCA) to identify four distinct classes of students based on their feedback experiences, aiming to uncover heterogeneity in their inclination to act upon feedback and challenges experienced in the feedback process. Additionally, thematic analysis of four open-ended questions captured a comprehensive understanding of their challenges, motivations, and emotional responses to feedback. The analysis revealed that students showed various levels of feedback experiences, engagement, and challenges in the feedback process across different classes. The paper concludes by highlighting the importance of self regulation skills and the social-affective component of a dialogic feedback process. This process can potentially be facilitated by technology-enhanced feedback tools, such as learning analytics (LA) tools.</p>