The Mediating Role of Motivation and Students’ Engagement in the Relationship Between Perceived Feedback and Academic Success
Year: 2025
Type: article
Study design: Observational Study
Abstract: The aim of this study was to investigate the mediating role of motivation and students’ engagement in relationship between perceived feedback and academic success. Using the survey method, data were collected through physical means. The final sample comprised 327 students learning in middle schools. Structural equation modeling (SEM) analysis, utilizing IBM Amos version 23, was employed to assess the hypothesized model. Results shows that perceived feedback shows a marginal positive impact with academic success, but this relationship lacks statistical significance. Perceived feedback significantly influences motivation and positively impacts students’ engagement. Motivation strongly predicts academic success. Although there's a negative relationship between student engagement and academic success, it's not statistically significant. Motivation positively affects students’ engagement. Sequential pathways from perceived feedback to academic success through motivation and student engagement are significant. Additionally, perceived feedback influences academic success through motivation and student engagement. The results highlight how crucial customized feedback techniques are in learning environments. Teachers should place a high priority on giving students timely, relevant, and customized feedback since it can improve motivation, engagement, and eventually academic success.
DOI: 10.21554/hrr.042506
Authors: Lekë Ukaj, Artan Reshani
Institution: University of Ljubljana
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409201086