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Supporting students’ engagement with teachers’ feedback: the role of students’ school identification

2020Journal article Restricted access
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dc.contributor.authorCarvalho, Carolina
dc.contributor.authorSantos, Natalie
dc.contributor.authorAntónio, Raquel
dc.contributor.authorMartins, Dulce
dc.date.accessioned2021-02-01T11:45:47Z
dc.date.available2021-02-01T11:45:47Z
dc.date.issued2020
dc.description.abstractThis 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.pt_PT
dc.description.sponsorshipFundação para a Ciência e Tecnologia - FCTpt_PT
dc.description.versioninfo:eu-repo/semantics/acceptedVersionpt_PT
dc.identifier.citationEducational Psychology Doi: 10.1080/01443410.2020.1849564pt_PT
dc.identifier.doi10.1080/01443410.2020.1849564pt_PT
dc.identifier.issn14695820
dc.identifier.urihttp://hdl.handle.net/10400.12/7938
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherRoutledgept_PT
dc.relationUID/CED/04107/2016pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectTeachers’ feedbackpt_PT
dc.subjectSchool identificationpt_PT
dc.subjectBehavioural engagementpt_PT
dc.subjectSchool yearpt_PT
dc.subjectEducational trackspt_PT
dc.titleSupporting students’ engagement with teachers’ feedback: the role of students’ school identificationpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceUnited Kingdompt_PT
oaire.citation.endPage20pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleEducational Psychologypt_PT
person.familyNameCarvalho
person.familyNamede Nóbrega dos Santos
person.familyNameAntónio
person.familyNameMartins
person.givenNameCarolina
person.givenNameNatalie
person.givenNameRaquel
person.givenNameDulce
person.identifier438346
person.identifier.ciencia-idE71A-84B3-7497
person.identifier.ciencia-idBE1A-8E3B-2BD0
person.identifier.ciencia-id7D18-7DB0-C649
person.identifier.ciencia-id3710-D365-CE98
person.identifier.orcid0000-0003-1793-2288
person.identifier.orcid0000-0002-4973-9311
person.identifier.orcid0000-0002-6044-3917
person.identifier.orcid0000-0003-1429-0523
person.identifier.scopus-author-id35204571300
person.identifier.scopus-author-id56970646900
person.identifier.scopus-author-id57189362405
person.identifier.scopus-author-id56349882600
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
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