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From Perspective of Self-Determination Theory: Why Do Feedback Styles in Process Assessment Influence Learning Performance?

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Title: From Perspective of Self-Determination Theory: Why Do Feedback Styles in Process Assessment Influence Learning Performance?
Authors: Fang, Hui1 47-046@gduf.edu.cn, Xu, Han1 Xuhan_2318@qq.com, He, Xiangkai2 xngkhe12@gmail.com, Zhang, Huijun3 zhanghuijun1206@163.com
Source: International Journal of Instruction. Apr2026, Vol. 19 Issue 2, p587-602. 16p.
Subject Terms: *Formative evaluation, *Effective teaching, *Intrinsic motivation, Self-determination theory, Self-efficacy, Reinforcement (Psychology), Psychological techniques
Abstract: Process assessment in teaching practice can enhance both student engagement and academic achievement. However, it remains unclear whether different feedback styles within process assessment influence learning performance and, if so, through which underlying mechanisms they operate. To evaluate the impact of different feedback styles in process assessment on learning performance, this study capitalized on the teaching reform of advanced mathematics at a specific engineering college and conducted a field experiment involving 178 undergraduate students. The study examines the effects and mechanisms of process assessment feedback styles (positive feedback vs. negative feedback) on learning performance from perspective of self-determination theory. Results show that positive/negative feedback based on social comparison influences learning performance through competence satisfaction, and one's mastery goal orientation moderates this relationship. These findings clarify the mediating mechanism and boundary conditions under which feedback styles influence learning performance. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Fang%2C+Hui%22">Fang, Hui</searchLink><relatesTo>1</relatesTo><i> 47-046@gduf.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Xu%2C+Han%22">Xu, Han</searchLink><relatesTo>1</relatesTo><i> Xuhan_2318@qq.com</i><br /><searchLink fieldCode="AR" term="%22He%2C+Xiangkai%22">He, Xiangkai</searchLink><relatesTo>2</relatesTo><i> xngkhe12@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Huijun%22">Zhang, Huijun</searchLink><relatesTo>3</relatesTo><i> zhanghuijun1206@163.com</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Apr2026, Vol. 19 Issue 2, p587-602. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Intrinsic+motivation%22">Intrinsic motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self-determination+theory%22">Self-determination theory</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement+%28Psychology%29%22">Reinforcement (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+techniques%22">Psychological techniques</searchLink>
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  Data: Process assessment in teaching practice can enhance both student engagement and academic achievement. However, it remains unclear whether different feedback styles within process assessment influence learning performance and, if so, through which underlying mechanisms they operate. To evaluate the impact of different feedback styles in process assessment on learning performance, this study capitalized on the teaching reform of advanced mathematics at a specific engineering college and conducted a field experiment involving 178 undergraduate students. The study examines the effects and mechanisms of process assessment feedback styles (positive feedback vs. negative feedback) on learning performance from perspective of self-determination theory. Results show that positive/negative feedback based on social comparison influences learning performance through competence satisfaction, and one's mastery goal orientation moderates this relationship. These findings clarify the mediating mechanism and boundary conditions under which feedback styles influence learning performance. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.29333/iji.2026.19232a
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      – Code: eng
        Text: English
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        PageCount: 16
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        Type: general
      – SubjectFull: Effective teaching
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      – SubjectFull: Intrinsic motivation
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      – SubjectFull: Self-determination theory
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      – SubjectFull: Reinforcement (Psychology)
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              Text: Apr2026
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