Perceived Teacher Feedback and Academic Performance: The Mediating Effect of Learning Engagement and Moderating Effect of Assessment Characteristics

Autor/inn/en	Wang, Shutao; Zhang, Demei
Titel	Perceived Teacher Feedback and Academic Performance: The Mediating Effect of Learning Engagement and Moderating Effect of Assessment Characteristics
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 7, S.973-987 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1718599
Schlagwörter	Feedback (Response); Academic Achievement; Learner Engagement; Student Evaluation; College Students; Foreign Countries; Difficulty Level; Evaluation Methods; Student Surveys; Predictor Variables; China; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Schulleistung; Schulnote; Studentische Bewertung; Collegestudent; Ausland; Schwierigkeitsgrad; Schülerbefragung; Prädiktor
Abstract	The aim of this study was to determine the mediating effect of learning engagement on the relationship between perceived teacher feedback and college students' academic performance, and the moderating effect of assessment characteristics on the relationship between perceived teacher feedback and learning engagement. A sample of 2,458 students in a university in mainland China was studied. Results indicated that perceived teacher feedback had a positive impact on students' academic performance; learning engagement had a mediating effect on the relationship between perceived teacher feedback and students' academic performance; and assessment frequency, difficulty and diversity had moderating effects between perceived teacher feedback and learning engagement. With the three factors of high frequency, difficulty and diversity assessment, perceived teacher feedback was more likely to improve students' learning engagement. In contrast, feedback without these three factors could decrease or have no impact on students' learning engagement. This indicates that teacher feedback indirectly affects college students' academic performance by promoting their learning engagement, and is more effective when the frequency, difficulty or diversity of assessments is high. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01