The effect of students' conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan

Abstract

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.

Citation

Fatima, S., Ali, M. and Saad, M.I. (2022), "The effect of students' conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan", Journal of Applied Research in Higher Education, Vol. 14 No. 1, pp. 180-199. https://doi.org/10.1108/JARHE-07-2020-0209