@article{01K6F72FDCGQM6Y91GHSQJK251,
  abstract     = {{Educational feedback research is shifting from feedback provision to feedback reception, but more theory-based studies on student feedback engagement are still needed for targeted interventions. In higher education, promoting feedback engagement can streamline study trajectories and reduce fail and dropout rates. This study focused on first-year university students (N = 392) receiving feedback on their program-specific validated academic achievement prediction, based on various background/(non-)cognitive variables, along with remediation and competence training recommendations. Using a Theory of Planned Behavior model, we analyzed students' intentional (IFE) and behavioral (BFE) feedback engagement, as well as their feedback self-efficacy (FSE) and received feedback. Results show IFE positively influences BFE, while FSE positively affects IFE. Feedback indicating a higher chance of study success increases FSE. IFE fully mediates the relationship between FSE and BFE, and FSE between students' received feedback and IFE. We discuss directing educational interventions towards enhancing FSE to promote student feedback engagement.}},
  articleno    = {{101520}},
  author       = {{Bassleer, Mona and Schelfhout, Stijn and Fonteyne, Lot and Duyck, Wouter and Dirix, Nicolas}},
  issn         = {{0191-491X}},
  journal      = {{STUDIES IN EDUCATIONAL EVALUATION}},
  keywords     = {{Feedback engagement,Feedback self-efficacy,Theory of Planned Behavior,Higher education,PERFORMANCE,ACHIEVEMENT,MOTIVATION}},
  language     = {{eng}},
  pages        = {{9}},
  title        = {{The role of feedback self-efficacy in student feedback engagement}},
  url          = {{http://doi.org/10.1016/j.stueduc.2025.101520}},
  volume       = {{87}},
  year         = {{2025}},
}

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