Testing the mediating role of feedback orientation in the relationship between feedback environment and learning-related emotions

Feedback is essential for student achievement, hence, students' openness to feedback (feedback orientation) and its antecedents (teachers' feedback environment) and consequences (academic emotions), should also be examined. Using the control-value theory (CVT) as lens, this study examines feedback orientation as a mediator in the relationship of feedback environment and academic emotions. Data from 542 Filipino university students were collected at 2 timepoints. Structural equation modelling (SEM) was used to test whether teachers' positive or negative feedback environment influences students' academic emotions through feedback orientation, while longitudinal SEM was used to test the directionality of the effects of teacher feedback environment on academic emotions with feedback orientation as mediator. The results provide evidence on the applicability of CVT in feedback contexts. Copyright © 2024 AERA.