Self-efficacy-supportive classroom assessment and learning engagement
DOI:
https://doi.org/10.47526/3107-3123.388Keywords:
self-efficacy; teacher feedback; classroom assessment; learning engagement; high school students.Abstract
. Self-efficacy is an important motivational belief associated with students’ effort, persistence, and engagement. From a self-efficacy perspective, teacher feedback and classroom assessment may provide students with information about their learning progress, performance, and opportunities for improvement. This cross-sectional study examined the relationships among perceived teacher feedback, classroom assessment conditions, and learning engagement among 100 Grade 11 students from two classes in a general high school in China. Data were collected using a 14-item questionnaire and analyzed using descriptive statistics, reliability and validity tests, Pearson correlation, and multiple linear regression. The results showed that teacher feedback was positively associated with learning engagement (r = 0.71, p < 0.01), as were classroom assessment conditions (r = 0.66, p < 0.01). In the multiple regression model, the two classroom variables jointly accounted for 58% of the variance in learning engagement (R² = 0.58), with teacher feedback showing the larger standardized regression coefficient (β = 0.46). These findings indicate that students who perceive more supportive teacher feedback and classroom assessment conditions also tend to report higher levels of learning engagement. Self-efficacy was not directly measured in this study; therefore, it is used as a theoretical perspective for interpreting classroom conditions rather than as an observed or mediating variable. Given the cross-sectional and self-report design, the findings should be interpreted as associations rather than causal relationships.
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