ArticleFrontiers in psychology2026
A study on the relationship between teacher feedback types, self-efficacy, and intrinsic motivation among violin learners.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: To explore the psychological mechanisms of persistence in adult instrumental learning, this study investigates the associations among different types of teacher feedback, self-efficacy, and intrinsic motivation, and examines the moderating role of learning stages. Methods: Using a cross-sectional survey design, scale and open-ended text data were collected from 743 adult violin learners. A moderated mediation model was tested through multiple regression and the Bootstrap method, supplemented by thematic analysis to provide a qualitative context. Results: Data analysis indicates: (1) Positive feedback and constructive feedback are significantly and positively associated with intrinsic motivation ( Discussion: The study shows that there are heterogeneous and dynamic statistical connections between teacher feedback and adult intrinsic motivation, and self-efficacy is a key pathway to understanding this connection. In practice, the provision of instructional feedback content should match the learners' experience stage.
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