HIGHLIGHTS
SUMMARY
Self-efficacy was found to be the strongest predictor of academic performance in two metaanalyses (Robbins et_al, 2004; Richardson et_al, 2012). The existing literature is mostly from primary and secondary levels (Zhu and Mok, 2018; Guo et_al, 2019) and in Mathematics (Guo et_al, 2019). One of the reasons is that students from this context treated teachers as experts, trusting their feedback (Yang et_al, 2006; Zhan, 2019). The inconsistency with Brown et_al`s lies in whether the factor Teacher Feedback Motivates predicted SRL. As analyzed, the items from the Actively Use Feedback (+ Enjoy) factor of . . .
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