In spite of much recent theorizing about teacher provision of feedback, relatively fewer studies look at the dynamic relationships between teacher feedback practices, student feedback experience, and their learning outcomes in higher education settings. To fill this gap, this study looked at 308 university students’ perceived teacher feedback practices and their feedback experiences in an English Studies course context at a key and non-key university, and explored how teacher feedback, student feedback motivation and feedback behavior were associated with students’ course satisfaction and course exam performance. Results showed that students from the key university reported a higher level of teacher feedback use as well as student feedback motivation and behavior. Structural equation modeling (SEM) suggested that in the case of the non-key university, student feedback behavior significantly predicted course satisfaction and course exam results; teacher feedback also indirectly influenced course satisfaction and course exam results. In the case of the key university, while teacher feedback and student feedback behavior each had significant influence on course satisfaction, student feedback behavior showed no direct significant effect on course exam results, and teacher feedback also showed no significant indirect influence on course exam results.

中文翻译：

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老师的反馈做法，学生的反馈动机和反馈行为：它们如何与学习成果相关联？

尽管最近有很多关于教师提供反馈的理论，但相对较少的研究着眼于教师反馈实践，学生反馈经验及其在高等教育环境中学习成果之间的动态关系。为了填补这一空白，本研究调查了308所重点大学和非重点大学英语学习课程中大学生的教师反馈做法及其反馈经验，并探讨了教师反馈，学生反馈动机和反馈行为之间的关系。学生的课程满意度和课程考试成绩。结果表明，重点大学的学生报告了教师反馈的使用水平较高，以及学生反馈的动机和行为。结构方程模型（SEM）表明，在非重点大学中，学生的反馈行为显着预测了课程满意度和课程考试结果。老师的反馈也间接影响了课程满意度和课程考试成绩。以重点大学为例，虽然教师反馈和学生反馈行为均对课程满意度有显着影响，但学生反馈行为对课程考试结果没有直接显着影响，而教师反馈也对课程考试结果没有显着间接影响。