Predicting feedback literacy of pre-service teachers: A structural equation model

Date

2026-2-10

Author

Arslan, Büşra Zeynep

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Feedback is crucial for pre-service teachers to enhance their learning and transform their teaching practices. Several studies have investigated pre-service teachers‘ feedback literacy across disciplines; however, few studies have examined the interplay between pre-service teachers‘ student feedback literacy and their ability to foster their prospective students‘ feedback literacy. This study aims to investigate the interaction among pre-service teachers‘ teacher and student feedback literacies, intrinsic and extrinsic motivations to teach, need for cognition, and self-regulated learning teacher beliefs. Accordingly, a correlational study was carried out with 699 pre-service teachers studying at four state universities in Türkiye. Data were collected using the Student Feedback Literacy Scale, Pre-Service Teachers‘ Teacher Feedback Literacy Scale, Self-Regulated Learning Teacher Belief Scale, Motivation to Teach Scale, and Need for Cognition Scale. First, canonical correlation analysis (CCA) was conducted to examine the relationship between teacher and student feedback literacies. Subsequently, structural equation modeling (SEM) was employed to examine the relationships among variables influencing teacher feedback literacy. The CCA results indicated that higher student feedback literacy was associated with higher teacher feedback literacy. SEM findings revealed that student feedback literacy, and intrinsic motivation to teach had significant direct effects on teacher feedback literacy. Need for cognition and self-regulated learning belief had significant positive indirect effects on teacher feedback literacy through student feedback literacy and intrinsic motivation to teach, respectively. Conversely, extrinsic motivation to teach significantly and negatively predicted teacher feedback literacy. These findings are expected to contribute to the understanding of pre-service teachers‘ feedback literacy.

Subject Keywords

pre-service teacher feedback literacy, self-regulated learning teacher belief, motivation to teach, need for cognition

URI

https://hdl.handle.net/11511/118416

Collections

Graduate School of Social Sciences, Thesis