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Publication
Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement
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Advisor(s)
Abstract(s)
Previous research revealed the connection between students’ behavioral and emotional
engagement and a supportive classroom environment. One of the primary tools teachers
have to create a supportive classroom environment is effective feedback. In this study, we
assessed the supportive classroom environment using the perception shared by all
students from the same classroom of teachers’ use of effective feedback. We aimed
to explore the effect of such an environment on students’ behavioral engagement and
school identification. Using a probabilistic sample of 1,188 students from 75 classrooms
across 6th, 7th, 9th, and 10th grades, we employed multilevel regression modeling with
random intercept and fixed slopes. We explored the effects of both individual perceptions
of teachers’ use of effective feedback and the supportive classroom environment on
student engagement. The analyses identified that students who perceived that their
teachers use more effective feedback had a higher level of behavioral engagement and
school identification. Once we controlled the effects of these individual perceptions of
teachers’ effective feedback, we still observed the effect of a supportive classroom
environment on student engagement. So, in classrooms where teachers used more
effective feedback creating a supportive classroom environment, students had higher
school identification and behavioral engagement levels, regardless of their individual
perceptions of teachers’ feedback. The association between variables remained
significant even after controlling students’ characteristics (gender, nationality, mother’s
level of education, history of grade retention) and classroom characteristics (grade level,
type of school, number of students at grade level). Our findings support the potential of
teachers’ feedback practices to foster students’ school identification and behavioral
engagement to build a more inclusive school environment and value students’ diversity.
Description
Keywords
Teachers’ feedback practices School identification Behavioral engagement Supportive classrooms Multilevel analisys middle school secondary school
Citation
Monteiro, V., Carvalho, C. & Santos, N. N.(2021). Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement. Frontiers in Education, 6, 1-14 doi.:10.3389/feduc.2021.661736
Publisher
Frontiers Media S.A.