The Role of Feedback Self-Efficacy in Student Feedback Engagement
Educational feedback research is shifting from feedback provision to feedback reception, but
more theory-based studies on student feedback engagement are still needed for targeted
interventions. In higher education, promoting feedback engagement can streamline study
trajectories and reduce fail and dropout rates. This study focused on first-year university
students (N = 392) receiving feedback on their program-specific validated academic
achievement prediction, based on various background/(non-)cognitive variables, along with
remediation and competence training recommendations. Using a Theory of Planned Behavior
model, we analyzed students’ intentional (IFE) and behavioral (BFE) feedback engagement,
as well as their feedback self-efficacy (FSE) and received feedback. Results show IFE
positively influences BFE, while FSE positively affects IFE. Feedback indicating a higher
chance of study success increases FSE. IFE fully mediates the relationship between FSE and
BFE, and FSE between students’ received feedback and IFE. We discuss directing
educational interventions towards enhancing FSE to promote student feedback engagement.
Keywords: feedback engagement; feedback self-efficacy; Theory of Planned Behavior;
higher education
Bassleer, M., Schelfhout, S., Fonteyne, L., Duyck, W., Dirix, N. (in press). The Role of Feedback Self-Efficacy in Student Feedback Engagement. Studies in Educational Evaluation. Impact Factor: 3.1. Ranking Q1. PDF available here
