Orientación motivacional, autoeficacia y expectativasla implicación cognitiva con el feedback en entornos virtuales

  1. Rosa M. Mayordomo Saiz 1
  2. Anna Espasa Roca 1
  3. Teresa Guasch Pascual 1
  4. Montserrat Martínez Melo 1
  1. 1 Universitat Oberta de Catalunya
    info
    Universitat Oberta de Catalunya

    Barcelona, España

    ROR https://ror.org/01f5wp925

    Geographic location of the organization Universitat Oberta de Catalunya
Journal:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Year of publication: 2023

Issue Title: Evidencias de aprendizaje en prácticas educativas mediadas por tecnologías digitales

Volume: 26

Issue: 2

Pages: 135-154

Type: Article

DOI: 10.5944/RIED.26.2.36242 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIED: revista iberoamericana de educación a distancia

Sustainable development goals

Abstract

In order that online feedback plays its role regarding learning, students need to engage with it. However, few studies have addressed the role of individual differences in interaction with some characteristics of educational intervention in students’ cognitive engagement with online feedback. This study explores potential relationships between motivational orientation, control of learning beliefs, self-efficacy and success expectancy with cognitive engagement with feedback. In addition, it is analyzed whether the possibilities of resubmitting the assignment, based on the feedback received, generate different levels of cognitive engagement. A quasi-experiment with pre-post measures was designed. There were 87 students who had the possibility to rework the assignment from the feedback received during the process and to resubmit it, and 80 students from the control group with no possibility of rework. The results highlight that there were no significant differences in the incidence of motivational orientation relative to cognitive engagement with feedback, but all students showed a high level of learning motivational orientation. Beliefs about learning process control, self-efficacy, and expectations for success impacted on cognitive engagement with feedback received at the end of the activity. Providing feedback during the assignment mediated this influence.

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Data source: Dialnet