Feedback practices in a sample of children with emotional and/or behavioral difficulties

Glen, Tamara; Heath, Nancy L.; Karagiannakis, Anastasia; Hoida, David

doi:10.1177/1363275204041963

Cited by 7 publications

(4 citation statements)

References 12 publications

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“…For children whom teachers reported to have warm and affectionate relationships, corrective feedback was not related to levels of verbal hyperactivity, while these associations were found for children of whom the teacher experienced low levels of warmth and affection. Negative attitudes about ADHD, such as viewing the child itself as problematic (e.g., defiant) rather than realizing that he/she does not have control over certain behavior and/or situations, can result in negative (i.e., more corrective) teacher behavior and negative mental representations of the child (Chang & Davis, 2009;Glen et al, 2004). Although the mechanism and direction of the association remain unclear, one may suggest that teachers are better able to respond in adaptive ways to hyperactive behavior if mental representations of the child are more positive, such as in a close teacher-student relationship.…”

Section: The Moderating Role Of the Teacher-student Relationshipmentioning

confidence: 99%

Teacher Feedback, Student ADHD Behavior, and the Teacher–Student Relationship: Are These Related?

Staff

Oosterlaan

Oord

et al. 2022

School Mental Health

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This cross-sectional study aimed to compare positive and corrective teacher feedback toward children with attention-deficit/hyperactivity disorder (ADHD) and typically developing children, and to examine whether the quality of the teacher–student relationship moderated associations between child behavior and teacher feedback. We observed and coded classroom ADHD behaviors of 55 children with ADHD and 34 typically developing children (TDC; 6–12 years), as well as the levels of positive and corrective teacher feedback they received. Teachers rated closeness and conflict using the Student–Teacher Relationship Scale in the ADHD group. Multilevel analyses revealed that teachers provided significantly more corrective feedback to children in the ADHD compared to the TDC group. Children in the ADHD group received more corrective than positive feedback, but this pattern was reversed for the TDC group. Multiple regression analyses in the ADHD group indicated that lower levels of positive feedback were related to higher levels of motor hyperactivity. Higher levels of corrective feedback were associated with higher levels of verbal hyperactivity. Closeness moderated this association: Corrective feedback was related to levels of verbal hyperactivity only if teachers experienced less closeness in the relationship with the child. None of the other moderation effects were significant. Teachers provided more corrective feedback to children with ADHD than to typically developing children, and teacher feedback toward children with ADHD was associated with levels of hyperactivity. A close teacher–student relationship may serve as protective factor for the receipt of corrective feedback in this group, but experimental studies are needed to confirm this hypothesis.

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Section: The Moderating Role Of the Teacher-student Relationshipmentioning

confidence: 99%

Teacher Feedback, Student ADHD Behavior, and the Teacher–Student Relationship: Are These Related?

Staff

Oosterlaan

Oord

et al. 2022

School Mental Health

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“…Dabei lag die Annahme zugrunde, dass das von Lehrkräften im Leseunterricht erteilte positive und negative Feedback realitätsgetreu von den Schülerinnen und Schülern perzipiert wurde. Obwohl die Untersuchung von Glen et al (2004) Hinweise darauf liefert, dass Zusammenhänge zwischen dem von Lehrkräften im Unterricht erteilten Feedback und der Wahrnehmung der von ihnen erteilten Rückmeldungen durch Schülerinnen und Schüler vorliegen, ist diese Thematik in der empirischen Lehr-Lern-Forschung gegenwärtig kaum untersucht. Zudem wäre es möglich, dass die Feedbackwahrnehmungen der Schülerinnen und Schüler durch weitere personale, kontextuelle oder interaktionale Variablen (z.…”

Section: Ergebnisseunclassified

Unterschiede in der Wahrnehmung positiven und negativen Feedbacks von Mädchen und Jungen im Leseunterricht der Grundschule

Hoya

2021

Unterrichtswiss

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ZusammenfassungIn zahlreichen Untersuchungen konnten geschlechtsspezifische Unterschiede im Lesen bei Kindern im Grundschulalter belegt werden. Im Detail weisen Mädchen im Vergleich zu Jungen sowohl bessere Leistungen als auch eine höhere Motivation und stärker ausgeprägte Selbstkonzepte auf. Diese leistungsbezogenen Unterschiede wie auch differente Erwartungen, die Lehrerinnen und Lehrer an Mädchen und Jungen im Leseunterricht stellen, können zu einem unterschiedlichen Feedbackverhalten führen, das sie gegenüber Schülerinnen und Schülern zeigen. In der vorliegenden Untersuchung wird der Frage nachgegangen, ob Mädchen und Jungen sich vor diesem Hintergrund in der Wahrnehmung des erteilten positiven und negativen Feedbacks ihrer Lehrkräfte im Leseunterricht unterscheiden. Zusätzlich wird untersucht, ob und inwiefern Unterschiede in dem von Grundschulkindern perzipierten Feedback ihrer Lehrkräfte über ihr Geschlecht, ihre Leistungen, ihre Motivation, sowie ihre Selbstkonzepte erklärt werden können. Dabei wurden N = 665 Schülerinnen und Schüler der dritten und vierten Jahrgangsstufe zu dem von ihnen perzipierten positiven und negativen Feedback ihrer Lehrkräfte im Leseunterricht der Grundschule befragt. Darüber hinaus wurden Instrumente zum lesebezogenen Selbstkonzept, zur intrinsischen Lesemotivation und zum Leseverständnis der Kinder eingesetzt. Die Untersuchungsbefunde belegen, dass Mädchen im Vergleich zu Jungen signifikant häufiger positives Feedback und signifikant seltener negatives Feedback ihrer Lehrkräfte im Leseunterricht der Grundschule wahrnehmen. Insgesamt zeigt sich, dass sich geschlechtsspezifische Unterschiede im wahrgenommenen positiven und negativen Feedback von Grundschulkindern stärker über leistungsbezogene Variablen als über ihr Geschlecht erklären lassen.

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“…A question which-to the best of our knowledge-has so far drawn little attention from researchers is: How frequently should reciprocal feedback be provided in order to trigger practical consequences? Some research on frequency has been done in occupational settings (Ilgen et al, 1979;Kluger & DeNisi, 1996;Kuvaas et al, 2017;Park et al, 2019) and on the feedback from teachers to students (Guo & Wei, 2019;Pinter et al, 2015;Tamara et al, 2004). Also, strong support for the use of highfrequency feedback has been documented in the field of psychotherapy (Schiepek et al, 2016).…”

Section: Feedback Frequencymentioning

confidence: 99%

Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health

Schmidt

Gawrilow

2021

Student Feedback on Teaching in Schools

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High lesson quality in schools is, in addition to other factors, the result of good cooperation between teachers and students. The long history of research on offer-use models of lesson quality and student–teacher relationships documents this interaction. Feedback focused on expressing the quality of cooperation can lead to higher quality of cooperation. The fact that feedback is reciprocal, from teacher to student and vice versa, helps to avoid effects of perceived injustice and rejections of feedback which otherwise are severe obstacles to the efficient use of feedback. High-frequency applications of feedback allow for the timely detection of (positive and negative) critical fluctuations of cooperation between individuals and groups and for the monitoring of processes of adaptation, as shown in other areas of applied psychology. This chapter describes the theoretical parameters of such a feedback method for students and teachers, and outlines results of an empirical study on the effects of the reciprocal method on (1) perceived quality of cooperation and (2) teacher health. Results show that, subsequent to a three-month period of reciprocal feedback, the quality of cooperation as perceived by both students and their teachers increases significantly and teacher health scores improve significantly. Reciprocal feedback techniques should be considered in teacher education and teacher training as a way to help teachers to initiate processes of improvement of lesson quality.

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Feedback practices in a sample of children with emotional and/or behavioral difficulties

Cited by 7 publications

References 12 publications

Teacher Feedback, Student ADHD Behavior, and the Teacher–Student Relationship: Are These Related?

Teacher Feedback, Student ADHD Behavior, and the Teacher–Student Relationship: Are These Related?

Unterschiede in der Wahrnehmung positiven und negativen Feedbacks von Mädchen und Jungen im Leseunterricht der Grundschule

Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health

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