Feedback Environment and University Students’ Engagement: Exploring the Mediating Roles of Feedback Orientation and Emotions

• In Event: Measuring and Supporting Student Success

Abstract

Based on the control-value theory (CVT), this study examined the relationship between feedback environments and engagement through the dual mediating role of feedback orientations and academic emotions among 920 university students in the Philippines. The findings supported CVT, indicating that value appraisals (feedback utility, responsibility, social-awareness) and control appraisal (feedback self-efficacy) and emotions act as dual mediators between the feedback environment and engagement. Feedback self-efficacy and low levels of shame were linked to agentic and cognitive engagement, while feedback self-efficacy and hope were linked to emotional and behavioral engagement. Low levels of feedback self-efficacy and high levels of feedback value appraisal were associated with shame. Theoretical and practical implications to the control-value theory and feedback research are discussed.

Authors

• Cherry Eron Frondozo, The Education University of Hong Kong

• Lan Yang, Education University of Hong Kong

• Kam Tai Tony Kwan, The Education University of Hong Kong