From Perspective of Self-Determination Theory: Why Do Feedback Styles in Process Assessment Influence Learning Performance?

Abstract

Process assessment in teaching practice can enhance both student engagement and academic achievement. However, it remains unclear whether different feedback styles within process assessment influence learning performance and, if so, through which underlying mechanisms they operate. To evaluate the impact of different feedback styles in process assessment on learning performance, this study capitalized on the teaching reform of advanced mathematics at a specific engineering college and conducted a field experiment involving 178 undergraduate students. The study examines the effects and mechanisms of process assessment feedback styles (positive feedback vs. negative feedback) on learning performance from perspective of self-determination theory. Results show that positive/negative feedback based on social comparison influences learning performance through competence satisfaction, and one's mastery goal orientation moderates this relationship. These findings clarify the mediating mechanism and boundary conditions under which feedback styles influence learning performance.