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Supporting students’ engagement with teachers’ feedback: the role of students’ school identification
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Orientador(es)
Resumo(s)
This study explored the link between teachers’ feedback and students’
behavioural engagement with school identification. Using a
sample of 2534 students from 6th to 12th school year, we examined
whether their perceptions about teachers’ feedback were
related to their behavioural engagement and mediated by their
school identification. We also explore whether this relation was
moderated by students’ year of schooling and by the type of secondary
course they were enrolled and the differences of latent
means between these groups. Results confirmed the expected
mediation: teachers’ feedback was associated with an increased
behavioural engagement via increased school identification. Only
the type of students’ secondary course moderated this relation.
Students in the 12th year perceived that their teacher used less
effective feedback and felt lower school identification than students
in the early years of schooling. These finding illustrated the
underlying mechanism through which teachers’ feedback affect
students’ behavioural engagement with school.
Descrição
Palavras-chave
Teachers’ feedback School identification Behavioural engagement School year Educational tracks
Contexto Educativo
Citação
Educational Psychology Doi: 10.1080/01443410.2020.1849564
Editora
Routledge