The effect of Chinese vocational college students’ perception of feedback on online learning engagement: academic self-efficacy and test anxiety as mediating variables

Abstract

Enhancing learning engagement is a critical challenge in online education. While previous research underscores the importance of feedback, recent studies have shifted focus to students’ perceptions of feedback, which significantly impact learning performance. However, empirical evidence on how these perceptions affect online learning outcomes is limited. Drawing on Self-Determination Theory, this study addresses this gap by employing SEM to analyze the relationships among feedback perception, academic self-efficacy, test anxiety, and online learning engagement. A total of 402 Chinese vocational college students (ages 18–19) completed questionnaires, with statistical analysis conducted using SPSS and Mplus. The study found that perception of feedback directly influences online learning engagement and indirectly affects it through academic self-efficacy and test anxiety, with a total effect value of 0.416. The findings offer valuable insights for educators and suggest directions for future research on feedback perception and online learning engagement.