The Contribution of Perceived Feedback Perceptions in Predicting Intrinsic Motivation among University Students

عطية نصر, ريهام; Kovalenko, Julia

doi:10.21608/ajme.2025.389234.1073

The Contribution of Perceived Feedback Perceptions in Predicting Intrinsic Motivation among University Students

نوع المستند : المقالة الأصلية

المؤلفون

¹ حدائق القبه

² The British University in Egypt

10.21608/ajme.2025.389234.1073

المستخلص

Abstract:

Background:

Academic feedback significantly influences student learning and intrinsic motivation. However, limited research has examined how students' perceptions of feedback impact their motivation in higher education settings.

Aim:

This study explores the relationship between university students' perceptions of academic feedback and their intrinsic motivation. It also introduces and validates two instruments: the Academic Feedback Perceptions Scale (AFPS) and the Intrinsic Motivation Scale (IMS).

Methods:

A quantitative study was conducted with 81 psychology students in the British university in Egypt. Exploratory Factor Analysis and Bayesian reliability analyses were employed to validate the AFPS and IMS. Bayesian and frequentist linear regression analyses assessed the associations between feedback perception dimensions Perceived Feedback Value and Utility (FVU), Perceived Feedback Sufficiency and Relevance (FSR), and Feedback Anxiety and Resistance (FAR) and intrinsic motivation.

Results:

The AFPS revealed a three-factor structure with strong reliability (α = 0.862), while the IMS demonstrated good internal consistency (α = 0.767). Regression analyses showed that FVU positively predicted intrinsic motivation (β = 4.33, p < .01), whereas FAR had a negative association (β = -3.56, p < .05). FSR was not a significant predictor. The model explained 19% of the variance in intrinsic motivation.

Conclusion:

Perceiving feedback as valuable enhances intrinsic motivation, while anxiety and resistance to feedback diminish it. These findings underscore the importance of constructive feedback practices in fostering student motivation. The AFPS and IMS provide reliable tools for future research and educational interventions.

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