Predictors of self-feedback : what makes students engage in the self-feedback process? /

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Student Theses

2023

Yang, Yongle Eric

Thesis

This dissertation first proposes the cyclical behavioral model of self-feedback, then explores the factors that predict students’ self-feedback intentions and behavior with a framework based on the Theory of Planned Behavior (TPB). A set of scales was developed and validated to measure each factor of this model. A total of 1311 high school students (Grade 10 to Grade 12) in Shenzhen, a Southern in mainland China participated in this survey. Students’ intentions and behavior of self-feedback and the predictors of their intention and behavior were assessed with self-report scales aligned to the TPB constructs. The relationships between predictors and students’ intentions and behavior of self-feedback were examined. The results showed that the TPB components, i.e., attitude, subjective norms, and perceived behavior control, were statistically significant predictors of intention toward feedback, while perceived behavior control and intention had substantial impacts on each action of self-feedback. A non-TPB component, i.e., class climate, had a non-significant impact on students’ intention towards self-feedback but significantly impacted students’ self-feedback behavior. This study provides a foundation for future investigations on how to promote meaningful self-feedback behavior for self-regulated and life-long learning

LG51.H43 Dr 2023eb Yangye

https://educoll.lib.eduhk.hk/records/Kz8qkJdZ