Formative feedback and academic self-efficacy among virtual engineering students

Abstract

Providing feedback in engineering programs through virtual platforms presents significant challenges in terms of clarity and interpretation. Students may understand messages in diverse ways, which can affect their academic development and their understanding of their own study abilities. For this reason, the primary objective of this research was to analyze the statistical relationship between formative feedback and the academic self-efficacy of engineering students in virtual learning environments. This study employed a quantitative, correlational, and non-experimental design. The sample consisted of 175 engineering students enrolled in virtual courses, aged between 18 and 45 years, with 102 male and 73 female participants. All took part anonymously and voluntarily. The findings indicate a positive, significant, and strong correlation between formative feedback and academic self-efficacy (r = 0.553, p < .001, Z = 0.623). This pattern was also consistent in the correlations between their respective subdimensions. Female students and students who combine work and studies presented significantly higher scores in both main variables and their dimensions. Younger students obtained higher scores in formative feedback and its dimensions. No significant differences were found based on academic semester. The implications of these findings within the virtual learning environment are discussed.