The article "Motivational Orientation, Self-efficacy and Expectancy: Cognitive Engagement with Feedback in Virtual Environments" explores a crucial aspect of online learning: How do students interact with the feedback they receive?
Through a quasi-experimental study, the authors investigate the influence of psychological factors—such as motivation, self-efficacy, learning control beliefs, and success expectations—on students' cognitive engagement with feedback. Furthermore, they analyze whether the possibility of reworking a task based on the feedback received generates different levels of engagement.
The study reveals that, although motivational orientation (towards learning or towards results) does not appear to have a direct impact on engagement with feedback, beliefs about learning control, self-efficacy, and success expectations do play an important role.
Students with higher perceived control over their learning, greater self-efficacy, and higher success expectations showed greater cognitive engagement with the feedback received at the end of the activity.
A key finding of the study is that providing feedback during the process of completing the activity and allowing for the reworking of the work has a positive effect on students' cognitive engagement, regardless of their initial motivational orientation.
This suggests that designing activities that foster interaction with feedback and offer opportunities for improvement can be an effective strategy for promoting online learning.
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How to Cite: Mayordomo Saiz, R. M., Espasa Roca, A., Guasch Pascual, T., & Martínez-Melo, M. (2023). Motivational Orientation, Self-efficacy and Expectancy: Cognitive Engagement with Feedback in Virtual Environments. RIED-Revista Iberoamericana de Educación a Distancia, 26(2), 135–154. https://doi.org/10.5944/ried.26.2.36242
