The impact of volitional feedback strategy on learning motivation

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The study explores effective feedback strategies in contemporary Chinese higher education, particularly within a blended learning context. It focuses on the impact of volitional messages combined with traditional feedback on students' self-efficacy and course satisfaction. Involving 67 freshmen, the findings reveal a significant correlation between self-efficacy and course satisfaction. Notably, students receiving knowledge of correct responses alongside volitional messages reported higher course satisfaction compared to other feedback types, while self-efficacy remained unchanged. Future research directions are also suggested.