{"title":"Using meta-analytic path analysis to examine mechanisms relating students’ perceived feedback, motivation, self-efficacy, and academic performance","authors":"Bingxin Qi , Lin Ma , Xuantong Wang","doi":"10.1016/j.lmot.2024.102059","DOIUrl":null,"url":null,"abstract":"<div><div>This study investigates the complex relationships between students’ perceived feedback from formative assessments, self-efficacy, learning motivation, and academic performance in the context of self-regulated learning in the formal educational setting. While previous research has explored these factors individually, their combined impact and interrelationships remain unclear. This research aims to fill this gap by examining how feedback mechanisms influence students' self-efficacy and learning motivation, and how these factors collectively affect academic performance. This study employs a comprehensive meta-analysis and structural equation modeling with path models to reassess the impacts of these influential factors on academic achievement. Specifically, it aims to 1. examine the directional effects of perceived feedback on self-efficacy; 2. investigate the role of self-efficacy in mediating the relationship between feedback and learning motivation; and 3. assess the direct and indirect effects of feedback, self-efficacy, and learning motivation on academic performance. Data is collected from various educational contexts to ensure a broad representation of learners' experiences. The analysis also evaluates the viability of mean imputation for handling missing values in two-stage structural equation modeling. The findings show that feedback from formative assessments strongly predict academic success as it has both direct and indirect effects on performance. Self-efficacy and learning motivation also play a key role in explaining differences in academic outcomes. This study offers a clearer understanding of how feedback, self-efficacy, and motivation work together to influence academic results. These insights can help improve educational practices by guiding better strategies to optimize students' learning experiences and outcomes.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Motivation","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0023969024001012","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, BIOLOGICAL","Score":null,"Total":0}
引用次数: 0
Abstract
This study investigates the complex relationships between students’ perceived feedback from formative assessments, self-efficacy, learning motivation, and academic performance in the context of self-regulated learning in the formal educational setting. While previous research has explored these factors individually, their combined impact and interrelationships remain unclear. This research aims to fill this gap by examining how feedback mechanisms influence students' self-efficacy and learning motivation, and how these factors collectively affect academic performance. This study employs a comprehensive meta-analysis and structural equation modeling with path models to reassess the impacts of these influential factors on academic achievement. Specifically, it aims to 1. examine the directional effects of perceived feedback on self-efficacy; 2. investigate the role of self-efficacy in mediating the relationship between feedback and learning motivation; and 3. assess the direct and indirect effects of feedback, self-efficacy, and learning motivation on academic performance. Data is collected from various educational contexts to ensure a broad representation of learners' experiences. The analysis also evaluates the viability of mean imputation for handling missing values in two-stage structural equation modeling. The findings show that feedback from formative assessments strongly predict academic success as it has both direct and indirect effects on performance. Self-efficacy and learning motivation also play a key role in explaining differences in academic outcomes. This study offers a clearer understanding of how feedback, self-efficacy, and motivation work together to influence academic results. These insights can help improve educational practices by guiding better strategies to optimize students' learning experiences and outcomes.
期刊介绍:
Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.