Date of Graduation


Document Type


Degree Type



Eberly College of Arts and Sciences


Communication Studies

Committee Chair

Scott A Myers

Committee Co-Chair

Brandi Frisby

Committee Member

Alan K Goodboy

Committee Member

Matthew M Martin

Committee Member

Christine E Rittenour


The purpose of this dissertation was to examine the role that instructional feedback plays in student engagement using Weber, Martin, and Myers's (2001) Instructional Beliefs Model (IBM). The proposed IBM for this dissertation included first-order constructs (i.e., instructional feedback, course workload, course difficulty, and students' feedback orientation), a second-order construct (i.e., feedback self-efficacy), and a third-order construct (i.e., student engagement). As hypothesized, instructional feedback (i.e., developmental, fairness) is positively associated with feedback self-efficacy, while course workload and course difficulty are negatively associated with feedback self- efficacy. However, only two dimensions of students' feedback orientation (i.e., utility, retention) were positively associated with feedback self-efficacy. Overall, in regard to the hypothesized relationships with student engagement, instructional feedback, students' feedback orientation, and feedback self-efficacy were positively associated with student engagement. Course workload and course difficulty were negatively associated with student engagement. Furthermore, students' feedback self-efficacy does not indirectly affect the relationship between instructional feedback, course workload, course difficulty, students' feedback orientation, and student engagement. The results were discussed in light of research on instructional feedback, self-efficacy, and student engagement. These findings should be taken with caution due to three limitations: measurement error, the data collection procedures, and the theoretical framework.