The Effect of Students' Conceptions of Feedback on Academic Self-Efficacy and Self-Regulation: Evidence from Higher Education in Pakistan
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| Title: | The Effect of Students' Conceptions of Feedback on Academic Self-Efficacy and Self-Regulation: Evidence from Higher Education in Pakistan |
|---|---|
| Language: | English |
| Authors: | Fatima, Shafaque, Ali, Muhammad (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2022 14(1):180-199. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Feedback (Response), Self Efficacy, Self Control, College Students, Foreign Countries, Learning Strategies, Peer Relationship, Tutors |
| Geographic Terms: | Pakistan |
| DOI: | 10.1108/JARHE-07-2020-0209 |
| ISSN: | 2050-7003 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1336027 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 2050-7003 |
| DOI: | 10.1108/JARHE-07-2020-0209 |
