How Students' Perception of Feedback Influences Self-Regulated Learning: The Mediating Role of Self-Efficacy and Goal Orientation

Autor/inn/en	He, Jingwen; Liu, Yue; Ran, Tong; Zhang, Danhui
Titel	How Students' Perception of Feedback Influences Self-Regulated Learning: The Mediating Role of Self-Efficacy and Goal Orientation
Quelle	In: European Journal of Psychology of Education, 38 (2023) 4, S.1551-1569 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00654-5
Schlagwörter	Student Attitudes; Feedback (Response); Independent Study; Self Efficacy; Goal Orientation; Middle School Students; Grade 7; Predictor Variables; Learning Strategies; Cognitive Processes; Environmental Influences + Suchen Sie Ihr Suchwort? Schülerverhalten; Selbststudium; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Prädiktor; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive process; Kognitiver Prozess; Environmental influence; Umwelteinfluss
Abstract	Feedback plays an important role in self-regulated learning. However, little is known about how students' feedback perception affects their self-regulation process in learning. This study adopted the social cognitive perspective to investigate how students' feedback perception is related to their self-regulated learning, along with the mediating effects of self-efficacy and goal orientation. A total of 236 7th grade students participated in this study. Self-reported data regarding feedback perception, self-efficacy, achievement goals, performance goals, and self-regulated learning were collected. The results revealed that students' perception of teachers' feedback directly and positively predicted students' self-regulated learning. Self-efficacy and achievement goals mediated the effect of feedback perception on students' cognitive strategy use and self-regulation, while performance goals showed no significant influence. Such findings illustrated the importance of feedback in self-regulation and empirically supported some of the reciprocal interactions among environmental, personal, and behavioral factors in social cognitive theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01