Motivational Orientation, Self-efficacy and Expectancy: Cognitive En-gagement with Feedback in Virtual Environments
DOI:
https://doi.org/10.5944/ried.26.2.36242Keywords:
feedback, online, resubmission, engagement, motivational orientation, self-efficacyAbstract
In order that online feedback plays its role regarding learning, students need to engage with it. However, few studies have addressed the role of individual differences in interaction with some characteristics of educational intervention in students’ cognitive engagement with online feedback. This study explores potential relationships between motivational orientation, control of learning beliefs, self-efficacy and success expectancy with cognitive engagement with feedback. In addition, it is analyzed whether the possibilities of resubmitting the assignment, based on the feedback received, generate different levels of cognitive engagement. A quasi-experiment with pre-post measures was designed. There were 87 students who had the possibility to rework the assignment from the feedback received during the process and to resubmit it, and 80 students from the control group with no possibility of rework. The results highlight that there were no significant differences in the incidence of motivational orientation relative to cognitive engagement with feedback, but all students showed a high level of learning motivational orientation. Beliefs about learning process control, self-efficacy, and expectations for success impacted on cognitive engagement with feedback received at the end of the activity. Providing feedback during the assignment mediated this influence.
FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/36242/27636
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Copyright (c) 2023 Rosa M. Mayordomo Saiz, Anna Espasa Roca, Teresa Guasch Pascual, Montserrat Martínez-Melo
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