Teacher online feedback and learning motivation: Learning engagement as a mediator

Xiaoquan Pan1, Huijuan Shao1
1Xingzhi College, Zhejiang Normal University, People’s Republic of China
Cite this article:  Pan, X., & Shao, H. (2020). Teacher online feedback and learning motivation: Learning engagement as a mediator. Social Behavior and Personality: An international journal, 48(6), e9118.

Volume 48 Issue 6 | e9118 | Published: June 2020 | DOI: https://doi.org/10.2224/sbp.9118

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Teacher online feedback (TOF) through online course delivery has been identified as key to promoting and validating knowledge in online learning environments. We examined the relationships between TOF, learning motivation, and learning engagement, and the mediating role of learning engagement in the relationship between TOF and learning motivation, using structural equation modeling and bootstrap analysis. Participants comprised 312 university students of College English courses in China. The results indicated that TOF was positively related to both learning motivation and learning engagement. Further, the positive effect of TOF on learning motivation was partially mediated by learning engagement. Theoretical implications and practical implications for language teachers’ implementation of TOF are discussed.

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