Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment

Caroline F. Timmers, Jannie Braber-van den Broek, Stéphanie M. van den Berg

Research output: Contribution to journalArticleAcademicpeer-review

25 Citations (Scopus)


Feedback can only be effective when students seek feedback and process it. This study examines the relations between students' motivational beliefs, effort invested in a computer-based formative assessment, and feedback behaviour. Feedback behaviour is represented by whether a student seeks feedback and the time a student spends studying the feedback. The motivational beliefs examined in this study are success expectancy and task-value beliefs. Results show that the effort invested in the formative assessment was predicted by task-value beliefs, but not by success expectancy beliefs. Furthermore, feedback seeking was predicted by success expectancy as well as task-value beliefs, while feedback study time was not. In addition, feedback seeking was predicted by student effort invested in the formative assessment
Original languageEnglish
Pages (from-to)25-31
JournalComputers & education
Issue number1
Publication statusPublished - 17 Jan 2013



  • Computer-based assessment
  • Formative assessment
  • Feedback seeking
  • Feedback study time
  • Motivational beliefs

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