This study investigated the influence of students' conceptions of feedback (ScoF) dimensions on academic self-efficacy (SE) and self-regulation (SRG).
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.
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.
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.
