2011
DOI: 10.1080/00220973.2010.547888
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Relations of Student Perceptions of Teacher Oral Feedback With Teacher Expectancies and Student Self-Concept

Abstract: In this article, the authors investigated the relations of students' perceptions of teachers' oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for whom they had high or low expectancies. Discriminant analysis indicated student perceptions of positive and negative academic oral feedback were more important than no… Show more

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Cited by 51 publications
(48 citation statements)
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References 39 publications
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“…On different side, the other participants also mentioned some positive and negative self-concepts that resulted upon hearing feedbacks from their peers or senior members. This substantiates that others' evaluation might also denote selfevaluation (Wang, 2013) and confirms that feedback from teachers are central in affecting academic self-concept (Mercer, 2011a;Chen et al, 2011).…”
Section: Comparing the Two Casessupporting
confidence: 74%
See 1 more Smart Citation
“…On different side, the other participants also mentioned some positive and negative self-concepts that resulted upon hearing feedbacks from their peers or senior members. This substantiates that others' evaluation might also denote selfevaluation (Wang, 2013) and confirms that feedback from teachers are central in affecting academic self-concept (Mercer, 2011a;Chen et al, 2011).…”
Section: Comparing the Two Casessupporting
confidence: 74%
“…Teachers seem to be the one most dominant (Mercer, 2011a). What teachers expect of a student may influence the way they give feedbacks to the students (Chen, Thompson, Kromrey, & Chang, 2011). Chen et al, in their study to Taiwanese elementary students, found that there is a strong correlation between positive academic feedback and positive academic selfconcept.…”
Section: Introductionmentioning
confidence: 99%
“…Other research, however, has pointed to the unique and positive role that academic praise can play in the development of students' academic self-concept and performance (Chen, Thompson, Kromrey, & Chang, 2011;Schunk, 1983). Giving feedback on a student's performance can generate feelings of competence and therefore positively affect the student's self-efficacy (Burnett & Mandel, 2010;Craven, Marsh, & Debus, 1991;Margolis & McCabe, 2004).…”
Section: Why Academic Praise?mentioning
confidence: 99%
“…Research suggests that particular aspects of instructional quality in mathematics classrooms such as classroom management, classroom climate, and cognitive activation relate to students' attitudes and emotions concerning mathematics [10][11][12]. Although a vast number of previous studies consider characteristics of instruction and their impact on learning [13][14][15][16], individual differences in students' perceptions of instructional quality in their mathematics classrooms are explored less frequently.…”
Section: Introductionmentioning
confidence: 99%