Under the tenet of framing and regulatory theory, this study undertakes a comprehensive examination of the impacts of task-oriented and self-oriented teacher developmental feedback on learning outcomes, considering the moderation roles of timeliness and regulatory focus, and compares the effects between competitive and the noncompetitive environments. Two between-subjects experiments under the online learning setting are conducted to validate the impacts. ANCOVA and Ordinary Least Square regression are employed to examine the differences and effects experimentally and empirically. The first experiment is situated in a competitive environment, and the second experiment adds a noncompetitive environment. The results demonstrate the prominent influence of task-oriented feedback and the lack of effect of self-oriented feedback, the remarkableness of a competitive environment, and the significant moderation roles of timeliness and regulatory focus in both prevention focus and promotion focus. The findings show that prevention-focused individuals care more about task-oriented feedback, whereas promotion-focused individuals care more about self-oriented feedback. This research provides insights into both the theoretical and practical implications.