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.

中文翻译：

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学生反馈观念对学业自我效能和自我调节的影响：来自巴基斯坦高等教育的证据

目的

本研究调查了学生的反馈概念 (ScoF) 维度对学业自我效能 (SE) 和自我调节 (SRG) 的影响。

设计/方法/方法

该研究对来自卡拉奇市十所不同大学的 528 名学生的样本数据采用偏最小二乘结构方程建模 (PLS-SEM) 方法。

发现

结果表明，积极使用反馈（AUF）和享受（ENJ）对 SE 有积极和显着的影响，而无知对 SE 有不利和显着的影响。此外，SE显示出其对自我调节的积极而显着的影响。然而，达到预期（MEXPT）、同伴帮助（PHP）和导师评论（TC）对 SE 有积极但微不足道的影响。

原创性/价值

该研究为院士和政策制定者提供了有用的见解，可以为大学生制定全面的战略，以提高他们的学术 SE 和自我调节能力。