By integrating three research lines through the self-system processes model, this study was the first to test the relationships between students’ self-perceptions of feedback usefulness (to improve not only performance, but student-teacher relationship), school engagement, and psychological well-being (indicated by subjective well-being and emotion regulation) in Chinese culture. A sample of 305 year one secondary vocational students participated in this investigation. The results showed feedback orientations, student engagement, subjective well-being and cognitive reappraisal strategy of emotion regulation all correlated with one another positively and significantly. No such a pattern was found with expressive suppression of emotion regulation. In contrast, negative and nearly uncorrelated relations were found between expressive suppression and the affective, behavioural and cognitive (ABC) components of engagement. After controlling for feedback social awareness, feedback utility to improve academic performance was the strongest predictor of cognitive engagement, followed by behavioural and affective engagement in the path analysis. The ABC components of engagement were significant predictors of cognitive reappraisal (CF) and subjective well-being (SWB) and negative predictors of expressive suppression. The path analysis also showed a clear pattern of indirect effects of feedback utility on subjective well-being via engagement and cognitive reappraisal, and direct effects of feedback social awareness on CR and SWB. A socio-cultural perspective was considered to understand the teacher’s role in shaping students’ beliefs of the social aspect of feedback usefulness. This study is innovative and significant in examining students’ perceptions of teacher feedback, the links between these perceptions, school engagement, cognitive appraisal and subjective well-being. Research findings contribute to not only three important research lines (feedback, school engagement and psychological well-being), but expand current scope of understanding students’ learning and outcomes. Copyright © 2018 HKERA International Conference.
|Publication status||Published - Dec 2018|