The effect of students' conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan.
In: Journal of Applied Research in Higher Education, Jg. 14 (2022), Heft 1, S. 180-199
Online
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Zugriff:
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. [ABSTRACT FROM AUTHOR]
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Titel: |
The effect of students' conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan.
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Autor/in / Beteiligte Person: | Fatima, Shafaque ; Ali, Muhammad ; Saad, Muhammad Ismail |
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Zeitschrift: | Journal of Applied Research in Higher Education, Jg. 14 (2022), Heft 1, S. 180-199 |
Veröffentlichung: | 2022 |
Medientyp: | academicJournal |
ISSN: | 2050-7003 (print) |
DOI: | 10.1108/JARHE-07-2020-0209 |
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