The Effect Of Feedback Type On College Students’ Academic Performance:the Mediating Role Of Self-regulated Learning

The effect of feedback on self-regulation and academic record is one of the themes information sender(teachers,students,individuals,and computer)to provide post-response information about learning performance in accordance with certain learning standard so as to reduce the gap between learners’ existing learning level and expected learning level.Researchers have proposed some theoretical models about the effect of feedback on learning.Three-level feedback intervention model emphasized the effect of internal feedback on individual’s cognitive processing and the formative feedback model emphasized the role of evaluative feedback and informative feedback on academic record.So far,the available researches divided feedback into different types with a variety of standards.Then,it is well worth exploring that the detailed feedback types as well as the influencing mechanism of feedback on learning from the two aspects of theory and practice.Researchers have explored the key factor of self-regulation learning on some degree from the perspective of feedback value(positive and negative).A large number of empirical studies have confirmed the impact of positive feedback on students’ self-regulation learning and academic record.In contrast,few studies showed the direct or indirect role of feedback on learning nor the mediating role of self-regulation learning.In other words,the internal processing mechanism of feedback on academic record is still unclear and needs to be further explored.Butler and Winne(1995)proposed self-regulation learning process model theory and illustrated the roles of each factor(learning goal,learning motivation and learning stragety)in self-regulation learning on the relationship between feedback and academic record.Therefore,it is necessary to discuss the processing mechanism of learning motivation,learning objectives and learning strategies as a function of the relationship between feedback and academic record for exploring the mediating role of self-regrlation learning between feedback and academic record.Thus,a major problem to be solved by the present study is that different types of feedback play different roles on academic record as well as on learning motivation,goal setting and learning strategy of self-regulation learning.In the next place,the current study also focuses on the mediating role of each factor in self-regulation learning on the relationship between feedback and academic record.Prior to formal studies,pre-surveys were conducted for feedback types.24 college teachers and 307 college sophomores were selected.The feedback types were investigated through interviews and semi-open questionnaires.Through the questionnaire,the quality of the feedback received by the college students was investigated.According to the partition type of feedback content and combined with the survey results,this paper divides the type of feedback used by college teachers in practical teaching into two types:evaluation feedback and informational teaching feedback,among them,the evaluation feedback mainly focus on the assessment of student achievement,it can be subdivided into standard feedback,social feedback,personal feedback;The informational teaching feedback will present the verification feedback,error flag and how to do next to learners.This article adopted the two methods:laboratory research and field experimentation,to investigate the influence of different types of feedback(standard feedback,social feedback,individual feedback,informational teaching feedback)on the academic record of the college students,and the mediating effect of self-regulated learning elements(learning motivation,learning goals,learning strategies)on the impact of feedback on academic record.This study consists of four studies,the first three studies were verified the mediating role of learning motivation,goal setting and strategy use,respectively.That is,one by one to verify the different types of feedback play a role on academic record which through the mediating role of learning motivation,goal setting and strategy use;The fourth part of the study,basing on the above three studies,from the overall level to explore the mediating role of self-regulated learning between effective feedback and academic record.Study 1 was a teaching situation experiment,adopted single factor experiment design between subjects.The independent variables were divided into four groups:no feedback group(control group),standard feedback group,social feedback group and individual feedback group.In a period of one semester teaching experiment,to investigate the effect of different types of evaluation feedback on academic record and the intermediary role of learning.motivation.Single factor analysis of variance,showed that:the incremental learning motivation of different types of assessment feedback groups had significant differences,the incremental learning motivation of standard feedback group was significantly higher than the other three groups,the incremental learning motivation of the other three groups had no significant differences;The academic record of students which in different types of assessment feedback groups had significant differences,the standard feedback group’s academic record significantly higher than no feedback group.Other types of feedback between any two groups had no significant differences;In addition to individual feedback and social feedback can not affect the performance through learning motivation,standard feedback through the change of learning motivation to play a fully mediating role in academic record,that is,the standard feedback.Study 2 for further clearifing the impact of evaluation feedback on individual goal settings.The variable of feedback value was introduced into the study,due to individual feedback can not be the operation of the feedback value,so deleted.Through laboratory experiments,using the double factors between subject design of experiment,feedback type 2(standard feedback and social feedback)× feedback value 2(positive feedback and negative feedback).Investigation based on the effect of evaluation feedback of feedback value on academic record and the mediation role of goal setting,and self-efficacy was considered as a mediator between feedback and goal setting.Study 2 except the use of variance analysis to examine the main effect of feedback type and feedback value,also use the multi-layer linear model to analyze the mediating effect of learning goal in feedback and academic record.Results showed that:the main effect of feedback value and feedback type had significant differences on academic record,learning goal setting and self-efficacy,The standard feedback compared with social feedback and positive feedback compared with negative feedback had a better academic record,set higher learning goals,self-efficacy was better;Learning goals play a partial mediating role between feedback types and academic record,compared with social feedback,standard feedback will be more to promote learners to set higher learning goals,thereby promoting academic record;The learning goal play a partial mediating role between the feedback value and academic record,compared with the negative feedback,positive feedback will be more to promote learners to set higher learning goals,thereby promoting academic record;Self-efficacy play a partial mediating role between feedback types and goal setting,the students who received standard feedback had higher self-efficacy than that the students who received social feedback,thus making them set a part of ascension.Study 3 was a laboratory experiment,adopted single factor experiment design between subjects.The independent variables were general learning strategy tips and informational teaching feedback,divided into four groups:control group,general learning strategy tips group,informational teaching feedback group,general learning strategy tips and informational teaching feedback combination group(bond group).In multimedia learning environment,to investigate the impact of general learning strategy tips,the informational teaching feedback on academic record(including memory and understanding of the two grades)and the mediating effect of learning strategies.The combination of general strategy tips and information teaching feedback can effectively improve students’ total scores;For the memory scores,The effect of the three kinds of teaching feedback is better than the control group;For the comprehension scores,the effect of information teaching feedback group and the group combination of general strategy tips and information teaching feedback are better than the general strategy tips group,and the effect of general strategy group is better than the control group;On the application of learning strategies,the effect of information teaching feedback group and the group combination of general strategy tips and information teaching feedback are better than the general strategy tips group,and the effect of general strategy group is better than the control group;Mediating effect analysis showed that general strategy tips,information teaching feedback,combination of general strategy tips and information teaching feedback impact of academic performance through the use of learning strategies.Study 4 was a teaching situation experiment,adopted single factor experiment design between subjects.Through the first three studies to determine the effective feedback type,the independent variables were standard feedback and informational teaching feedback.Respectively:no feedback group(control group),the standard feedback group,informational teaching feedback group,standard feedback and informational teaching feedback combination group(bond group).To investigate the impact of different types of feedback on self-regulation learning ability and academic record,the results of analysis of variance and mediating effect show that:there were significant differences in self-regulation learning ability and academic record among different groups of students,which bond group in self-regulation learning ability and academic record has been the greatest degree of promotion,the difference between standard feedback group and informational teaching feedback group cannot achieve the statistical differences,the control group in both respects was significantly lower than the first three groups;self-regulation learning ability play a partial mediating role between standard feedback group,informational teaching feedback group,bond group and academic record.Namely standard feedback,informational teaching feedback,combination of standard feedback and informational teaching feedback,which can improve the self-regulated learning ability affect the academic record.Basing on the mentioned results,the main research conclusions of this study are as follows:(1)different types of feedback have different effects on academic record,among them,the combination of standard feedback and informational teaching feedback in evaluation feedback is the most effective way to improve students’ academic performance;(2)different types of feedback have different effects on self-regulation learning.Standard feedback has a positive effect on learning motivation,compared with social feedback,standard feedback will be more to promote learners to set higher learning goals;The informational teaching feedback can effectively promote the students to adopt the learning strategy of highlighting and taking note;The combination of standard feedback and informational teaching feedback can effectively enhance the overall self-regulation learning ability of college students;(3)The mechanism of feedback affect the academic record is that feedback through self-regulation learning to influence the academic record,that is,self-regulation learning play a partial or total mediating role between feedback and academic record.