Analyzing the Function of Effective Educational Feedback in Enhancing Intrinsic Motivation and Improving Learning Quality among Students

Abstract

The quality of teaching–learning processes in contemporary education increasingly depends on how educational feedback is designed and delivered. Effective feedback is not merely a corrective tool for academic performance but a central mechanism in fostering intrinsic motivation and sustainable learning. This study aims to explain the functional mechanisms of effective educational feedback and analyze its impact on enhancing intrinsic motivation and improving students’ learning quality. The research examines multiple dimensions of feedback, including timing, clarity, constructive orientation, degree of personalization, and the extent of learner involvement in the feedback process. These components are analyzed in relation to key indicators of intrinsic motivation such as interest in learning, perceived competence, academic self-efficacy, and persistence in academic effort. The findings reveal that feedback which is timely, specific, descriptive, and supportive significantly enhances students’ sense of internal control, strengthens confidence in personal abilities, and increases cognitive engagement with learning tasks. Moreover, effective feedback fosters a psychologically safe and supportive environment that reshapes students’ attitudes toward errors and failure, thereby facilitating deep and meaningful learning. The analysis further demonstrates that active teacher–student interaction within the feedback process, particularly in technology-enhanced learning environments, plays a decisive role in improving learning quality. The study emphasizes the necessity of empowering teachers with competencies for designing and implementing effective feedback strategies and institutionalizing feedback culture in schools. Practical recommendations are proposed for enhancing educational policies and instructional practices.