<p>Students may experience various motivational states and encounter diverse environmental factors, which could influence their perceptions of feedback. These perceptions can substantially impact their feedback engagement, yet determinants of such perceptions are under-explored. In light of this, the aim of the present study was to investigate the association between achievement goals and perceptions of feedback, as well as the mediating roles of teacher-student relationships and academic self-concept, in a sample of 639 university students in China. Structural equation modeling (SEM) analyses revealed that mastery goals and performance avoidance goals initially exerted positive direct effects on perceived usefulness of feedback, whereas performance approach goals had a negative direct impact. However, teacher-student relationships and academic self-concept fully mediated these effects, rendering the direct influence of all three achievement goals on perceived usefulness of feedback non-significant when these mediators were included. These results shed new light on how students’ engagement with feedback can be better promoted for effective teaching and learning.</p>