Ariane S. WillemsKatharina Dreiling

Do Students’ Individual Motivational Profiles Explain Differences in Their Feedback Perception in Upper Secondary German Language Classes?


free download open-access


Feedback is considered a key factor of students’ effective learning. However, current empirical studies show that the effectiveness of feedback systematically depends on both the students’ individual perception of feedback and their individual learning characteristics. The present study investigates how students in German language classes in upper secondary schools perceive the feedback they receive from their teachers during class and to what extent differences in the perception of feedback can be explained by the students’ learning motivation. Our analyses are based on data from the FeeHe study (Feedback im Kontext von Heterogenität), in which 807 senior high school students were surveyed at two measurement points. We assessed different dimensions of feedback (task, process, self-regulation, and discourse dimension) and different qualities of the students’ learning motivation. Using latent profile analyses, we first identified characteristic individual motivational profiles, which were then used as predictors of the students’ perception of feedback. Our findings reveal three characteristic motivational profiles: (a) students with high levels of controlled forms of motivation and at the same time low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation simultaneously, and (c) students with high levels of controlled forms of motivation and at the same time moderate levels of autonomous forms of motivation. The results further affirm our expectation that students’ perception of feedback varies systematically depending on their motivational profiles.

motivational profiles, student perceptions of teaching quality, feedback, heterogeneity

APA citation
Willems, A. & Dreiling K. (2022). Erklären individuelle Motivationsprofile von Schülerinnen und Schülern Unterschiede in ihrer Feedbackwahrnehmung im Deutschunterricht der gymnasialen Oberstufe?. Journal for Educational Research Online (JERO), 14(2), 55-88.