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.

自动形成性反馈的有效性在很大程度上取决于学生的反馈参与度，而学生的反馈参与度在很大程度上取决于学习者的认知和动机资源。然而，大多数研究只调查了认知资源（例如，脑力劳动）或动机资源（例如，期望-价值-成本变量）。本研究的目的是检查 1) 认知、2) 情感和 3) 行为反馈参与的发展（以时间表示）作为认知和动机资源的函数，在基于计算机的学习环境中具有自动形成功能反馈。数据收集自N = 330 德国教育学士 小学教育学生连续四节课总结课文。先前投入的脑力劳动 (t − 1) 影响情境预期和成本，但不影响情境价值。1）认知反馈参与与之前的表现呈正相关，但与认知或动机资源无关。2）情感反馈参与度与内在价值呈正相关，与情境预期、投入的脑力劳动和之前的表现呈负相关。3）行为反馈参与度与情境预期和投入的脑力努力呈正相关。这项研究有助于理解学生在参与自动形成性反馈时的认知和动机结构。