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Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement

2021Journal article Open access
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dc.contributor.authorMonteiro, Vera
dc.contributor.authorCarvalho, Carolina
dc.contributor.authorSantos, Natalie Nóbrega
dc.date.accessioned2021-09-21T19:26:57Z
dc.date.available2021-09-21T19:26:57Z
dc.date.issued2021
dc.description.abstractPrevious 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.pt_PT
dc.description.sponsorshipFundação para a Ciência e Tecnologia - FCTpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationMonteiro, 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.2021.661736pt_PT
dc.identifier.doi10.3389/feduc.2021.661736pt_PT
dc.identifier.issn2504284X
dc.identifier.urihttp://hdl.handle.net/10400.12/8277
dc.language.isoporpt_PT
dc.peerreviewedyespt_PT
dc.publisherFrontiers Media S.A.pt_PT
dc.subjectTeachers’ feedback practicespt_PT
dc.subjectSchool identificationpt_PT
dc.subjectBehavioral engagementpt_PT
dc.subjectSupportive classroomspt_PT
dc.subjectMultilevel analisyspt_PT
dc.subjectmiddle schoolpt_PT
dc.subjectsecondary schoolpt_PT
dc.titleCreating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagementpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/157914/PT
oaire.citation.conferencePlaceSwitzerlandpt_PT
oaire.citation.endPage14pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleFrontiers in Educationpt_PT
oaire.citation.volume6pt_PT
oaire.fundingStream6817 - DCRRNI ID
person.familyNameMartinho
person.familyNamede Nóbrega dos Santos
person.givenNameVera
person.givenNameNatalie
person.identifier438346
person.identifier.ciencia-id7D1B-2801-98DC
person.identifier.ciencia-idBE1A-8E3B-2BD0
person.identifier.orcid0000-0002-4250-7040
person.identifier.orcid0000-0002-4973-9311
person.identifier.scopus-author-id55257840200
person.identifier.scopus-author-id56970646900
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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