Veronika Barkela, Lukas Schmitt, Miriam Leuchter

• The effectiveness of automated formative feedback highly depends on student feedback engagement that is largely determined by learners’ cognitive and motivational resources. Yet, most studies have only investigated either cognitive resources (e.g., mental effort), or motivational resources (e.g., expectancy-value-cost variables). The purpose of this study is to examine the development (indicated by time) and relationship of 1) cognitive, 2) affective, and 3) behavioral feedback engagement as a function of cognitive and motivational resources in a computer-based learning environment with automated formative feedback. Data was collected from N = 330 German B.Ed. Elementary Education students who worked four consecutive sessions on summarizing texts. Previously invested mental effort (t-1) affected situational expectancy and cost but not situational value. 1) Cognitive feedback engagement was positively associated with previous performance but neither associated with cognitive nor motivational resources. 2) Affective feedback engagement was positively associated with intrinsic value and negatively associated with situational expectancies, invested mental effort and previous performance. 3) Behavioral feedback engagement was positively associated with situational expectancies and invested mental effort. This study contributes to the understanding of student’s cognitive and motivational structures when engaging with automated formative feedback.