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The Effect of Students' Conceptions of Feedback on Academic Self-Efficacy and Self-Regulation: Evidence from Higher Education in Pakistan

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Title: The Effect of Students' Conceptions of Feedback on Academic Self-Efficacy and Self-Regulation: Evidence from Higher Education in Pakistan
Language: English
Authors: Fatima, Shafaque, Ali, Muhammad (ORCID 0000-0003-2929-8202), Saad, Muhammad Ismail
Source: Journal of Applied Research in Higher Education. 2022 14(1):180-199.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 20
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Feedback (Response), Self Efficacy, Self Control, College Students, Foreign Countries, Learning Strategies, Peer Relationship, Tutors
Geographic Terms: Pakistan
DOI: 10.1108/JARHE-07-2020-0209
ISSN: 2050-7003
Abstract: 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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1336027
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effect of Students' Conceptions of Feedback on Academic Self-Efficacy and Self-Regulation: Evidence from Higher Education in Pakistan
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Fatima%2C+Shafaque%22">Fatima, Shafaque</searchLink><br /><searchLink fieldCode="AR" term="%22Ali%2C+Muhammad%22">Ali, Muhammad</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2929-8202">0000-0003-2929-8202</externalLink>)<br /><searchLink fieldCode="AR" term="%22Saad%2C+Muhammad+Ismail%22">Saad, Muhammad Ismail</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2022 14(1):180-199.
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  Label: Availability
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JARHE-07-2020-0209
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2050-7003
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2022
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1336027
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1336027
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        Value: 10.1108/JARHE-07-2020-0209
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 180
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Self Control
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      – SubjectFull: College Students
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Strategies
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      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Pakistan
        Type: general
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      – TitleFull: The Effect of Students' Conceptions of Feedback on Academic Self-Efficacy and Self-Regulation: Evidence from Higher Education in Pakistan
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            NameFull: Ali, Muhammad
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            NameFull: Saad, Muhammad Ismail
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