The effect of students' conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan

Fatima, Shafaque; Ali, Muhammad; Saad, Muhammad Ismail

doi:10.1108/jarhe-07-2020-0209

Cited by 15 publications

(20 citation statements)

References 65 publications

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“…Findings of the study conclude that overall learning motivation through constructive feedback has a significant impact on students' academic achievement in Chemistry subject.This findings are aligned with Fatima et al (2021) who argued the same that feedback is an integral part of any performance test. Students take constructive feedback positively in the evaluation and perform better as they know that learning happens with practice (Selvaraj et al, 2021).…”

Section: Discussionsupporting

confidence: 82%

Impact of Learning Motivation on Students’ Academic Achievement: Mediating Role of Constructive Feedback

Aslam¹

2021

PSSR

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The study aimed to find out the impact of learning motivation after the intervention of constructive feedback on students' academic achievement. A true-experimental research with randomization pretest-posttest control group design was used in the study. The study sample comprised 97 students of grade IX that was selected purposively. The chemistry achievement test was used to measure the academic achievement. Learning motivation in the Chemistry questionnaire was used to measure learning motivation. Both the instruments were administered twice, as pretest and posttest before and after the intervention. Overall learning motivation through constructive feedback was found a significant impact on students' academic achievement. Students' task-value was found as the best predictor of students' academic achievement, whereas the students' self-efficacy and students' self-regulation also showed significant impact on students' academic achievement in Chemistry subject. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.

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Section: Discussionsupporting

confidence: 82%

Impact of Learning Motivation on Students’ Academic Achievement: Mediating Role of Constructive Feedback

Aslam¹

2021

PSSR

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“…Findings of the qualitative data collected before and after the intervention from the teachers, headmistress, and students through interviews and focus group discussion reported that the constructive feedback intervention plays a significant role in increasing students' performance and motivation. Findings align with Fatima et al (2021), who argued the same point that feedback is an integral part of any performance test. Students take constructive feedback positively in the evaluation and perform better as they know that learning happens with practice (Selvaraj et al, 2021).…”

Section: Conclusion and Discussionsupporting

confidence: 80%

Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention

Aslam

Khan

Oad

2021

GESR

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The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/perceptions before and after the intervention. Results support that constructive feedback practices increase students' performance and motivation towards Chemistry. Students' self-efficacy and self-regulation skills also developed among students after the intervention. Constructive feedback was also found effective for the low-score achievers to increase their performance in Chemistry. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.

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“…In contrast, high school students who have been exposed to student-centered assessment found value in using feedback (Harris et al, 2014). 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).…”

Section: Conceptions Of Feedbackmentioning

confidence: 99%

The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing

Lui

Andrade

2022

Front. Educ.

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In this theoretical paper, we shift the attention from feedback as something given to feedback as something received. After Black and Wiliam shined a light into the black box of the classroom and identified formative assessment as a way to raise standards of achievement, a large body of research revealed the influence of feedback on learning. Not all such influences were positive, however, which created a need for closer examinations of the nature of feedback. In addition, recent scholarship on assessment as the co-regulation of learning reveals the importance of understanding how students process and use feedback. We present a model of the internal mechanisms of feedback processing that represents hypothesized ways in which initial motivational states drive how students respond to feedback, as well as the cognitive and affective mechanisms of assessment information processing. We first synthesize a review of existing models and then describe our model in detail, emphasizing the internal mechanisms of feedback processing: initial motivational states, emotions elicited by and interpretations of feedback, and decision-making. The paper concludes with implications for the model’s use as a framework for empirical studies that could contribute to the nascent field of research on classroom assessment as the co-regulation of learning.

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The effect of students' conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan

Cited by 15 publications

References 65 publications

Impact of Learning Motivation on Students’ Academic Achievement: Mediating Role of Constructive Feedback

Impact of Learning Motivation on Students’ Academic Achievement: Mediating Role of Constructive Feedback

Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention

The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing

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