Using meta-analytic path analysis to examine mechanisms relating students’ perceived feedback, motivation, self-efficacy, and academic performance

IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL
Bingxin Qi , Lin Ma , Xuantong Wang
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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.
利用元分析路径分析研究学生感知反馈、学习动机、自我效能感和学习成绩的相关机制
本研究以正规教育环境中的自我调节学习为背景,探讨了学生从形成性评价中感知到的反馈、自我效能感、学习动机和学习成绩之间的复杂关系。以往的研究对这些因素进行了单独探讨,但它们之间的综合影响和相互关系仍不清楚。本研究旨在通过考察反馈机制如何影响学生的自我效能感和学习动机,以及这些因素如何共同影响学习成绩来填补这一空白。本研究采用综合荟萃分析和结构方程模型与路径模型来重新评估这些影响因素对学业成绩的影响。具体来说,本研究旨在:1.研究感知反馈对自我效能感的定向影响;2.研究自我效能感在反馈和学习动机之间的中介作用;3.评估反馈、自我效能感和学习动机对学业成绩的直接和间接影响。数据收集自不同的教育环境,以确保学习者经历的广泛代表性。分析还评估了在两阶段结构方程模型中处理缺失值的平均估算方法的可行性。研究结果表明,形成性评价的反馈对学习成绩有直接和间接的影响,因此能有力地预测学习成绩。自我效能感和学习动机在解释学业成绩差异方面也起着关键作用。这项研究让我们更清楚地了解反馈、自我效能感和学习动机是如何共同影响学习成绩的。这些见解有助于改进教育实践,为优化学生的学习体验和学习成果提供更好的策略指导。
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来源期刊
CiteScore
2.90
自引率
0.00%
发文量
53
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.
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