Feedback quality influences SRL only indirectly through learning motivation, not through self-efficacy or satisfaction¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The indirect path QAF → learning motivation → SRL is significant (coefficient 0.264, p < 0.01). → Liang 2026 q3 i? The indirect paths QAF → self-efficacy → LM, QAF → self-efficacy → SRL, and QAF → satisfaction → SRL are not significant. → Liang 2026

Evidence¶

Liang 2026¶

Liang, Li, Hsu and Xu. (2026). AIGC affordance and student self-regulation in private undergraduate education: a serial mediation model of self-efficacy and learning motivation. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1800950

q3 · i? · associational · r2

Bootstrapped indirect-effect tests (Table 9) in the 689-student survey: QAF→LM→SRL was significant (0.264, t = 2.770, p < 0.01), while QAF→SEF→LM (0.074), QAF→SEF→SRL (0.033), QAF→SAT→SRL (0.023), and the serial QAF→SEF→LM→SRL (0.039) were not significant.

"While the quality of AIGC assessment feedback is a strong predictor of student satisfaction, it does not directly improve SRL; its influence is channeled primarily through motivation."

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Perceived AIGC affordance enhances AIGC self-efficacy and directly predicts self-regulated learning in IEI undergraduates — related
• AIGC feedback quality predicts satisfaction but not self-efficacy, and satisfaction does not predict self-regulated learning — related
• Self-efficacy and learning motivation serially mediate the link from AIGC affordance to self-regulated learning — related