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

被引：11

作者：

Fatima, Shafaque ^{[1
]}

Ali, Muhammad ^{[2
]}

Saad, Muhammad Ismail ^{[1
]}

机构：

[1] Iqra Univ, Karachi, Pakistan

[2] Inst Business Management, Dept Accounting & Finance, Karachi, Pakistan

来源：

JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION | 2022年 / 14卷 / 01期

关键词：

Conceptions of feedback; Academic self-efficacy; Self-regulation; Higher education;

D O I：

10.1108/JARHE-07-2020-0209

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

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页码：180 / 199

页数：20

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