Effect of Teacher’s Feedback on Self-Concept of Students at Secondary Level

Abstract

Self-concept is set of personal schemas (Gerrig & Zimbardo, 2002) that become more relevant during adolescence or teenage period (Fournier, 2018). Also, it is related to psychological well-being among adolescents (Marshall, 2001; McCullough, Huebner, & Laughlin, 2000). Although many factors contribute in building and shaping the self-concept in adolescents; but the present research intended to examine the role of Teacher’s feedback on the Self-concept among students. The study was conducted on sample (N=300) of students (M=15.6, SD=1.4); comprising of boys (n=150) and girls (n=150) from the public schools in urban areas of Islamabad, Pakistan. The study instruments; Teacher’s Feedback Scale (Burnett, 2003) and Adolescent’s Self-concept Short Scale (Veiga & Leite, 2016), were translated and adapted by the researcher with permission of original authors. Findings suggest that providing positive feedback about the ability of students predict a positive self-concept explaining 23% variance (DR=.228), whereas negative feedback is the non-significant negative predictor of the self-concept. The gender differences on both scales were also explored. Results can be employed to devise a teaching plan with a focus on positive feedback by teachers and avoiding negative one to help improve the self-concept among the students.