Unraveling the complexity of the associations between students' science achievement, motivation, and teachers' feedback.

Although previous studies reported that feedback predicted performance-approach goal orientation ( Pekrun et al., 2014 ; Shin et al., 2017 ), the MLSEM results showed that the path from teachers’ feedback to performance-approach goals did not reach statistical significance.

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Introduction A comparative inspection of the time-series of the Greek national achievement in secondary schools indicates a decreasing trend in science achievement ( OECD, 2014 , 2016a , 2019 ).

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