Associate Professor  Lan  Yang
Department of Curriculum and Instruction, The Education University of Hong Kong,  China

Title: From External Teacher Feedback to Students’ Academic Self-Concept: The Hidden Role of Feedback Orientation in Student Learning

Abstract:

Academic self-concept (ASC) and academic achievement have a well-established reciprocal relationship, as demonstrated in over four decades of self-concept research, particularly examined through longitudinal studies. ASC not only influences students’ motivation and learning outcomes but is also shaped by their perceptions of academic success. In this study, we examined the role of feedback orientation (FO) in this process, focusing on how students’ responsiveness to teacher feedback contributes to their ASC. Using data from over 3,000 middle school students (Grades 7-9) across three schools in Guangzhou, China, the study explores FO as a key psychological factor that shapes how students perceive and use external feedback.

FO consists of four dimensions: perceived usefulness of feedback, self-efficacy in using feedback, responsibility for applying feedback, and social awareness of feedback. Path analysis, based on the self-system process model, revealed that perceived usefulness, self-efficacy, and responsibility directly enhance ASC, while social awareness influences ASC indirectly through responsibility. These findings highlight FO as a crucial mechanism through which teacher feedback contributes to students' development of ASC.

However, as this is a cross-sectional study, it does not establish causality. The findings emphasize the importance of fostering students’ FO to ensure that teacher feedback is effectively internalized and contributes to a positive academic self-concept. Future research should examine these relationships in different educational settings and use longitudinal designs to assess their developmental trajectories.

Biography:

Dr. Lan Yang (Joy) is an Associate Professor in the Department of Curriculum and Instruction (C&I). She is co-director of Centre for Special Educational Needs and Inclusive Education at The Education University of Hong Kong and core team member of the Key Research Area on Assessment Research into Enhancing Learning and Teaching at the Department of C&I. She obtained her PhD from The University of Hong Kong and her doctoral dissertation on a longitudinal intervention on promoting Chinese students’ academic self-concept and academic achievement was awarded the "Highly Commended Dissertation Award" by the Global SELF Research Network (2013); selection panel was chaired by Prof. Herbert Marsh (Top 1% Highly-Cited Researcher in the Social Sciences and one of the most productive educational psychologists in the world).

She is also the Principal Investigator (PI)/co-PI/Co-I of over 20 research projects (including extremely competitive external funds like Early Career Scheme fund (1 project), General Research Funds (GRF, 5 projects) awarded by University Grants Committee, Hong Kong SAR). She has over 80 publications (including SSCI journal articles, chapters and refereed conference papers) in the fields of educational psychology and assessment. She is also primary and co-supervisor of PhD and EdD students.

Her publications have appeared in top-ranked SSCI journals, such as Educational Psychology, Journal of Educational Technology & Society, The Asia-Pacific Education Researcher, International Journal of Disability, and International Journal of Inclusive Education. In 2018, Dr. Yang received the “Best Paper Award” issued by The Hong Kong Institute of Educational Research (HKERA) for her paper entitled: Perceived usefulness of teacher feedback, school engagement, and psychological well-being of Chinese students: The self-system processes perspective. According to HKERA, high scoring papers signpost originality, rigor and significance. She is the chief editor of a special issue on the Power of Teacher Feedback in Affecting Student Learning and Achievement: Insights from Students’ Perspective in Educational Psychology (SSCI journal; it is available at https://www.tandfonline.com/toc/cedp20/41/7?nav=tocList ). Recently, her co-edited book on Assessment as Learning was published by Routledge. It is available to order at https://www.routledge.com/Assessment-as-Learning-Maximising-Opportunities-for-Student-Learning-and/Yan-Yang/p/book/9780367509972 For more details of Dr. Joy Yang’s work, please visit https://pappl.eduhk.hk/rich/web/person.xhtml?pid=152193&name=YANG-Lan