ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1637028
This article is part of the Research TopicEnhancing Learning through Cognitive and Social Inclusion Practices in EducationView all 12 articles
Exploring the mediating effect of feedback self-efficacy between students' self-feedback behavior and academic proficiency
Provisionally accepted
- 1Jingchu University of Technology, Jingmen, China
- 2The Education University of Hong Kong, Hong Kong, Hong Kong, SAR China
- 3Shenzhen Baoan Haile Experimental School, Shenzhen, China
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Self-feedback and feedback self-efficacy are imperative components of selfregulated learning; few studies have investigated their combined impacts on academic achievement. This study examined the predictive effects of selffeedback behaviors, feedback self-efficacy, and academic proficiency using a questionnaire survey from 665 Chinese high school students across Chinese, English, and mathematics subjects. Structural equation modeling showed that only Use Feedback (UF) directly predicted academic proficiency, while both Process Feedback (PF) and Use Feedback (UF) demonstrated indirect effects mediated through feedback self-efficacy. At the same time, Seek Feedback (SF) was not a significant predictor in direct and indirect effect tests. Multi-group SEM analysis further explored gender differences in the effects; male students hold stronger predictive power of PF over feedback self-efficacy, while female students with feedback self-efficacy could achieve greater academic success. These results recognize the critical effects of feedback self-efficacy in translating students' self-feedback behavior into their academic performance. The study empirically supports the self-system model and emphasizes the need for differentiated feedback instructional strategies among male and female students. It also contributes to scale studies of the recently published Self-feedback Behavior Scale (SfBS), by further supplementing evidence for its reliability and cross-gender applicability using a different dataset. The findings indicate that differentiated instructional strategies are necessary to empower students with more effective self-feedback strategies and personal beliefs; by doing this, students could better benefit from the feedback process and achieve substantial academic growth.
Keywords: Self-feedback Behavior, Feedback self-efficacy, Academic Achievement, gender differences, Multi-group SEM
Received: 28 May 2025; Accepted: 02 Sep 2025.
Copyright: © 2025 YANG, Yan, ZHU, GUO, WU and HUANG. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Yongle YANG, Jingchu University of Technology, Jingmen, China
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