A Path Model for Adult Learner Feedback

Abstract

A path model of adult learner feedback that combined aspects of students' conceptions of learning and motivation was developed. Students that were high on achievement motivation and in their belief of their own competence or competency expectations showed high graded performance. Students that were high on competency expectations and on mastery goals were also high on intrinsic motivation. Significant gender differences were not found on any of the variables used in this study, and adult learners' assessment of their own ability to do well agreed with their actual performance. Suggestions are made for further study that could elaborate on the proposed path model.