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

被引：10

作者：

He, Jingwen ^{[1
]}

Liu, Yue ^{[1
]}

Ran, Tong ^{[1
]}

Zhang, Danhui ^{[1
]}

机构：

[1] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, 19Th Xinjiekouwai St, Beijing 100875, Peoples R China

来源：

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2023年 / 38卷 / 04期

关键词：

Feedback perception; Self-regulated learning; Self-efficacy; Achievement goal; Performance goal; FORMATIVE ASSESSMENT; WRITTEN FEEDBACK; ACHIEVEMENT; MOTIVATION; QUESTIONNAIRE; PERFORMANCE; ENGAGEMENT; STRATEGIES; LEARNERS; BELIEFS;

D O I：

10.1007/s10212-022-00654-5

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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.

引用

页码：1551 / 1569

页数：19

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