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Student engagement with feedback and attainment: the role of academic self-efficacy

Adams, AM, Wilson, HK, Money, J, Palmer-Conn, S and Fearn, J (2019) Student engagement with feedback and attainment: the role of academic self-efficacy. Assessment and Evaluation in Higher Education. ISSN 0260-2938

Student Engagement with Feedback and Attainment the Role of Academic Self-Efficacy.pdf - Accepted Version

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Academic self-efficacy, the belief that one can achieve desired academic goals plays an important role in learning. This study aimed to determine the extent to which academic self-efficacy mediates relationships between students’ perceptions of feedback and their academic attainment. An opportunity sample of 232 students (123 female) in their first year of higher education reported their academic self-efficacy and evaluated their assessment experience, including the perceived quantity and quality of feedback and the extent to which this feedback elicited an active response. Positive associations were observed between academic attainment and students’ confidence that they could achieve their desired grades and adopt appropriate study behaviours. A negative association was identified between attainment and confidence to talk about their studies. Attainment was not related to the perceived quantity or quality of feedback, but did bear a significant association with the reported use to which feedback was put. Positive associations were generally identified between academic self-efficacy and perceptions of feedback. Path models revealed that inter-relationships were best represented by a model wherein academic self-efficacy mediated links between students’ perceptions of feedback and academic attainment. The findings highlight the need to incorporate characteristics of the individual into an understanding of student engagement with feedback.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 09/08/2019, available online: http://www.tandfonline.com/10.1080/02602938.2019.1640184
Uncontrolled Keywords: 1303 Specialist Studies in Education, 1505 Marketing, 1701 Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Natural Sciences & Psychology (closed 31 Aug 19)
Sport Studies, Leisure & Nutrition (closed 31 Aug 19)
Publisher: Taylor & Francis
Date Deposited: 07 Aug 2019 08:44
Last Modified: 17 Jan 2024 16:31
DOI or ID number: 10.1080/02602938.2019.1640184
URI: https://researchonline.ljmu.ac.uk/id/eprint/11157
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