| This study was designed to investigate the mediating role of students' academic self-efficacy for teacher- and peer-given feedback on self-regulated learning (metacognitive self-regulation and effort regulation) among university students. Multiple linear regression, mediator analyses, MANOVA, and t-tests were performed to substantiate the research questions. The regression results revealed professor- and peer-provided feedback as significant predictors of metacognitive self-regulation, and professor feedback as a significant predictor of effort regulation and academic self-efficacy of doctoral students. MANOVA results revealed gender differences in metacognitive self-regulatory beliefs, with male doctoral students found to have superior self-regulatory strategies compared to females. Moreover, gender differences were found in perceived feedback; comparatively, male doctoral students perceived more feedback than females. Self-efficacy was a mediator of feedback (professor- and peer-provided) and metacognitive self-regulation, and professor-provided feedback was a mediator of effort regulation. |
