Self-efficacy, feedback and feedforward

Abstract

Research in the past 25 years has established a relationship between self-efficacy and attendant academic performance. These findings are critically summarised. Their implications for possible enhancement of current tutorial practice, in the form of feedback or feedforward or both, are considered. Particular attention is devoted to learners’ affective needs and to learner/tutor relationships.

Keywords

• self-efficacy
• performance
• feedback
• feedforward
• affective needs