Feedback, Self-Regulation of Learning and University Students’ Satisfaction
Keywords:
Feedback, Learning assessment, Students’ satisfaction, University, Students
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
Abstract
The evaluation of learning in Higher Education is key to improving training, by emphasizing the formative aspects of evaluation processes. Research has revealed that when assessment is accompanied by quality feedback, it has a positive influence on self-regulation of learning and student satisfaction. This study analyzes the students' perception of the characteristics of the feedback offered in a subject of the education degrees at the Universitat Rovira i Virgili. In addition, the aim is to know the relationship between the perceived feedback characteristics in relation to the self-regulation of learning and satisfaction with the subject. To this end, a study based on a quantitative methodological design was carried out, by means of a survey to a sample of 161 students. A descriptive and inferential statistical analysis was performed with the data collected. The results show a significant association between some characteristics of feedback, self-regulation of learning and student satisfaction. As practical implications, key aspects of perceived feedback that should be taken into account to favor self-regulation of learning and improve student satisfaction with the subject are identified.
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References
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