Perceived teacher feedback and academic performance: the mediating effect of learning engagement and moderating effect of assessment characteristics

Effect of Face-to-Face Tutoring on Academic Performance of Distance Learners: Implications for Educational Practice

“…The findings on counselling contradicts that of [38,39,40]. That of assessment, also contradicts the findings of [42,41].…”

“…The picture portrayed by the findings is in agreement with other studies. For instance, on the issue of assessment, [42,41] found that the number of assessments in a given semester positively affect students' academic achievement. Berberoğlu and Tansel [43] and [6] found that while tutorial sessions had a positive and significant effect on students' academic performance.…”

“…Wang and Zhang [41] conducted a study to determine the effect of learning engagement and assessment on college students' academic performance. It was found that there was a positive influence between perceived teacher feedback and academic performance of students.…”

“Want to Learn” and “Can Learn”: Influence of Academic Passion on College Students' Academic Engagement

“…The results of the present study highlighted that students with strong academic passion and academic self-efficacy also needed teacher developmental feedback to obtain higher academic engagement. Therefore, teachers should provide frequent, highquality feedback, and create a supportive environment for students to actively participate in learning (Wang and Zhang, 2020). On the one hand, teachers need to be familiar with and grasp the art of feedback, carefully observe the student's learning situation, and add objective persuasion.…”

“…In situated cognition theory, knowledge is a situation-based activity, and cognition is a state constructed by the interaction between individuals and the environment (Brown et al, 1988). Teacher feedback is an important contextual factor, that helps students learn more effectively (Wang and Zhang, 2020), and research has shown that feedback can improve learners' engagement (Lewis et al, 2019). Therefore, to explore the mechanism by which academic passion affects academic engagement, we conducted a model with teacher developmental feedback as the moderator.…”