Role of Self-Regulated Learning in the Relationship between Feedback and Academic Performance

Abstract

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Feedback has been highly acknowledged as one of the most effective forces on student learning and academic performance, and the mechanisms by which feedback has its effects are not fully understood. This paper examined the mediating effect of self-regulated learning (SRL) on the relationship between feedback and academic performance amongst university students in Islamabad, Pakistan. To use a quantitative correlational research design, the researcher sampled 300 students who attended six universities (three public and three privately owned) and administered a structured survey questionnaire to determine the data. Feedback was the independent variable, which was operationalised in the specificity, timeliness, and actionability dimensions; academic performance was the dependent variable, which was measured through self-reported GPA and academic satisfaction. The descriptive statistics, reliability analysis, Pearson correlation, and Structural Equation Modeling (SEM) with bootstrapped mediation testing were used to analyse the data. The findings showed that the positive direct impact of feedback on academic performance was enormous and that the relationship between them was both significant and partially mediated by self-regulated learning. Such results can generalize the feedback-performance literature to a South Asian university setting and offer some practical advice to an educator, curriculum designer, and university administrator to improve the academic performance of students by means of evidence-based feedback procedures.