How students’ perception of feedback influences self-regulated learning: the mediating role of self-efficacy and goal orientation

• Autores: Jingwen He, Yue Liu, Tong Ran, Danhui Zhang
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 38, Nº 4, 2023, págs. 1551-1569
• Idioma: inglés
• DOI: 10.1007/s10212-022-00654-5
• Enlaces
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• Resumen

  • 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.

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