Feedback as a Motivational Catalyst: The Mediating Role of Self-Efficacy in the Relationship Between Formative Assessment and Student Engagement Across Diverse Cultural Contexts in Ghana
DOI:
https://doi.org/10.64712/ghajet.v14i3.785Keywords:
formative feedback, student engagement, self-efficacy, cultural context, junior high school, Ghana, structural equation modellingAbstract
This study explored the relationship between formative feedback and student engagement among junior high school students in culturally diverse classrooms in Ghana, emphasising the mediating role of self-efficacy and the moderating influence of cultural context. Drawing on social cognitive theory and formative assessment principles, a cross-sectional survey was conducted with 600 students across six administrative regions. Data were analysed using descriptive statistics, Pearson correlations, and structural equation modelling (SEM), with bootstrapping techniques employed to assess mediation effects. The results revealed a strong positive relationship between formative feedback and student engagement (r = 0.273, p < 0.001), with self-efficacy serving as a significant partial mediator (indirect effect = 0.23, 95% CI [0.16, 0.30]). Cultural factors, particularly regional and ethnic differences, influenced the strength of this relationship, with students in urban regions such as Greater Accra experiencing greater engagement benefits from feedback. The SEM model demonstrated good fit (CFI = 0.958, TLI = 0.942, RMSEA = 0.045). Findings highlight the motivational power of formative feedback and the need for culturally responsive classroom assessment. Recommendations include enhancing teacher training to foster students’ self-efficacy and adapting feedback practices to diverse socio-cultural contexts.References
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