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This study examines links between technology-enhanced feedback patterns and motivation, competence, and teachers’ relationship indicators among Finnish basic education pupils (N=2031). Latent profile analysis identifies seven receiving profiles, including mainly positive teacher-praise groups and profiles with repeated negative or absent feedback. Negative/no-feedback groups show the weakest teacher relationships and lowest scale values.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technology-enhanced-feedback-profiles-and-their-associations-with-learning-and-academic-well-being-indicators-in-basic-education-abstract/599970/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technology-enhanced-feedback-profiles-and-their-associations-with-learning-and-academic-well-being-indicators-in-basic-education-abstract/599970.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about technology-enhanced feedback in basic education?","Question",{"text":112,"@type":113},"It explores how patterns of technology-enhanced feedback relate to pupils’ motivation, competence, and indicators of academic well-being, including the relationship with teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the receiving feedback patterns identified?",{"text":117,"@type":113},"Using latent profile analysis on a nationally representative sample of Finnish basic education pupils (N=2031) based on their self-reported technology-enhanced feedback.",{"name":119,"@type":110,"acceptedAnswer":120},"What feedback profiles were found in the results?",{"text":121,"@type":113},"Seven profiles were identified, including groups receiving mainly positive feedback through teacher praise, profiles repeatedly receiving negative feedback, and a small group reporting that they never received any technology-enhanced feedback.",{"name":123,"@type":110,"acceptedAnswer":124},"How did negative or absent feedback relate to pupils’ outcomes?",{"text":125,"@type":113},"Pupils reporting negative or no feedback showed the weakest relationship with teachers and the lowest values across measured scales, indicating current practices do not fully meet efficient feedback principles.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},599970,1792188605,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education  \nSanna Elina Oinas  \nCentre for Educational Assessment, Faculty of Educational Sciences, University of Helsinki, Finland  \nORCID: 0000-0003-4565-4318  \nHelena Thuneberg  \nCentre for Educational Assessment, Faculty of Educational Sciences, University of Helsinki, Finland  \nORCID: 0000-0002-6213-3509  \nMari-Pauliina Vainikainen  \nFaculty of Education and Culture, University of Tampere, Finland  \nUniversity of Tampere, Finland  \nORCID: 0000-0003-4186-692X  \nRisto Hotulainen  \nCentre for Educational Assessment, Faculty of Educational Sciences, University of Helsinki, Finland  \nORCID: 0000-0002-2198-4040  \nReceived: 26 Jan 2020 Accepted: 12 Apr 2020  \nAbstract  \nAs a variety of commercial educational applications are currently being taken into daily use to provide technology-enhanced feedback, research is needed to observe whether pedagogical evidence of the impact of feedback on learning and well-being is being utilized. To this end, this study explores the connections between technology-enhanced feedback, motivation, competence and the relationship with teachers. A nationally representative sample of pupils undertaking Finnish basic education (N=2031) was analyzed using latent profile analysis. Seven patterns for receiving technology-enhanced feedback were identified. Most girls (80%) and boys (55%) belonged to groups receiving mainly positive feedback in the form of teacher praise, which was connected to the highest scores in all measured indicators. Although the results indicate teachers’ efforts to encourage pupils through technology-enhanced feedback, we also identified profiles in which pupils (up to 30%) repeatedly received negative feedback related to behavior problems or forgotten matters, as well as profiles in which pupils (5%) reported that they never received any technology-enhanced feedback at all. Pupils who did not receive any feedback reported the lowest values in all scales. The relationship with teachers was particularly weak for pupils receiving negative feedback or no feedback. The results indicate that current technology-enhanced feedback practices do not fully meet pedagogical knowledge concerning efficient feedback.  \nKeywords: technology-enhanced feedback, motivation, competence, academic well-being  \nINTRODUCTION  \nTechnology allows teachers to deliver feedback to pupils with ease via computers and smartphones, as there are several online applications available for feedback purposes (Cutumisu, Chin, & Schwartz, 2019; ElShaer, Casanova, Freestone, & Calabrese, 2019; Jeno, Grytnes, & Vandvik, 2017; McKenna, Pouska, Moraes, &  \nFolkestad, 2019) . According to Reeve, Ryan, Deci, and Jang (2009), teachers can support pupils’ learning and well-being by providing informative and encouraging feedback instead of using controlling and pressuring language. At school, teachers’ feedback practices influence pupils’motivation (Ryan & Deci, 2000a), ability beliefs (Harter, 2012) and their relationship with teachers (Corno, 2009; Griffin, 2018; Schenke, Ruzek, Lam, Karabenick, & Eccles, 2018) . As recent findings show that pupils are encouraged differently by technologyenhanced feedback delivered online (Oinas, Vainikainen, & Hotulainen, 2017, 2018), this study evaluates whether different patterns of receiving technology-enhanced feedback are connected to the learning and academic well-being of pupils. In the present study, pupils’ school achievement and perceived motivation as indicators of learning, and their relationship with teachers and competence as an indicator of academic wellbeing are evaluated in accordance with technology-enhanced feedback received from the teacher, since feedback is shown to mediate cognitive and affective factors simultaneously (Pekrun, Cusack, Murayma, Elliot, &Thomas, 2014) .  \nThe impact of feedback on learning cannot be regarded as a simple, straightforward ph","cbCailGK3KFJGVvj","https://ap.wps.com/l/cbCailGK3KFJGVvj","pdf",553288,15,"English","# Abstract\n# Keywords\n# Introduction\n## Technology-enhanced Feedback","[{\"question\":\"What does the study investigate about technology-enhanced feedback in basic education?\",\"answer\":\"It explores how patterns of technology-enhanced feedback relate to pupils’ motivation, competence, and indicators of academic well-being, including the relationship with teachers.\"},{\"question\":\"How were the receiving feedback patterns identified?\",\"answer\":\"Using latent profile analysis on a nationally representative sample of Finnish basic education pupils (N=2031) based on their self-reported technology-enhanced feedback.\"},{\"question\":\"What feedback profiles were found in the results?\",\"answer\":\"Seven profiles were identified, including groups receiving mainly positive feedback through teacher praise, profiles repeatedly receiving negative feedback, and a small group reporting that they never received any technology-enhanced feedback.\"},{\"question\":\"How did negative or absent feedback relate to pupils’ outcomes?\",\"answer\":\"Pupils reporting negative or no feedback showed the weakest relationship with teachers and the lowest values across measured scales, indicating current practices do not fully meet efficient feedback principles.\"}]","Technology-enhanced Feedback Profiles and their Associations with Learning and Academic Well-being Indicators in Basic Education - abstract | PDF",1792089784,38]