The Effect of Students' Conceptions of Feedback on Academic Self-Efficacy and Self-Regulation: Evidence from Higher Education in Pakistan
Abstract
Purpose This study investigated the influence of students' conceptions of feedback (ScoF) dimensions on academic self-efficacy (SE) and self-regulation (SRG). Design/methodology/approach The study employed the partial least squares structural equation modeling (PLS-SEM) approach on a sample data of 528 students from ten different universities of Karachi city. Findings Results indicate that active use of feedback (AUF) and enjoyment (ENJ) has a positive and significant impact on SE, while ignorance showed an adverse and significant effect on SE. Additionally, SE showed its positive and significant influence on self-regulation. However, meet expectation (MEXPT), peers’ help (PHP) and tutor comment (TC) showed a positive but insignificant impact on SE. Originality/value The study provides useful insights for academicians and policymakers to develop a comprehensive strategy for university students to improve their academic SE and self-regulation.
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Correlational studies have provided support for the relationships that conceptions have with self-efficacy, goal orientation, self-regulated learning behaviors, satisfaction with feedback, and academic performance.
“Correlational studies have provided support for the relationships that conceptions have with other motivational variables, including self-efficacy (Brown et al., 2016;Fatima et al., 2021) and goal orientation (Rakoczy et al., 2013), self-regulated learning (SRL) behaviors (Brown et al., 2016), satisfaction with feedback (Robinson et al., 2013), and academic performance (Brown et al., 2016).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Fatima et al., 2021
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- Authors
- Fatima, S., Ali, M., & Saad, M. I.
- Affiliations
- Iqra University (PK)
- Institute of Business Management (PK)
- Venue
- Journal of Applied Research in Higher Education
- Publisher
- Emerald
- Published
- 2021-02-10
- Volume
- 14
- Issue
- 1
- Pages
- 180-199
- ISSN
- 1758-1184 (ISSN-L)
- 2050-7003
- OpenAlex
- W3132482616
- Cited by
- 24
- References
- 73
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 3 · 2023: 8 · 2022: 5 · 2021: 2
- FWCI
- 7.91
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Applied Research in Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- academic self-efficacy, student self-regulation, university students, peer assistance
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