Student Engagement with Feedback and Attainment: The Role of Academic Self-Efficacy

Autor/inn/en	Adams, Anne-Marie; Wilson, Hannah; Money, Julie; Palmer-Conn, Susan; Fearn, Jamie
Titel	Student Engagement with Feedback and Attainment: The Role of Academic Self-Efficacy
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 2, S.317-329 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Money, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1640184
Schlagwörter	College Freshmen; Feedback (Response); Educational Attainment; Self Efficacy; Student Attitudes; Psychoeducational Methods; Foreign Countries; Student Evaluation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Studienanfänger; Bildungsabschluss; Bildungsgut; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Ausland; Schulnote; Studentische Bewertung
Abstract	Academic self-efficacy, the belief that one can achieve desired academic goals plays an important role in learning. This study aimed to determine the extent to which academic self-efficacy mediates relationships between students' perceptions of feedback and their academic attainment. An opportunity sample of 232 students (123 female) in their first year of higher education reported their academic self-efficacy and evaluated their assessment experience, including the perceived quantity and quality of feedback and the extent to which this feedback elicited an active response. Positive associations were observed between academic attainment and students' confidence that they could achieve their desired grades and adopt appropriate study behaviours. A negative association was identified between attainment and confidence to talk about their studies. Attainment was not related to the perceived quantity or quality of feedback, but did bear a significant association with the reported use to which feedback was put. Positive associations were generally identified between academic self-efficacy and perceptions of feedback. Path models revealed that inter-relationships were best represented by a model wherein academic self-efficacy mediated links between students' perceptions of feedback and academic attainment. The findings highlight the need to incorporate characteristics of the individual into an understanding of student engagement with feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01