Teachers’ feedback in the context of students’ social acceptance, students’ well-being in school and students’ emotions

Trajectories of scholastic well-being: The effect of achievement emotions and instructional quality in the first year of secondary school (fifth grade)

“…Instructional quality could be increased, for example, by creating a learning climate that is oriented towards the children in the class, and their particular needs. More autonomy, co-determination and self-regulation for children, and better classroom management, feedback and formative performance assessment by the teacher can be helpful starting points to improve instructional quality (e.g., Hattie & Timperley, 2007 ; Markus & Gläser-Zikuda, 2021 ; Schwab et al, 2022 ). Appropriate feedback from teachers is positively linked to achievement emotions and in turn, scholastic well-being.…”

“…Appropriate feedback from teachers is positively linked to achievement emotions and in turn, scholastic well-being. Thus, teachers should be aware of their role in the positive emotional experience of students and their influence on students’ well-being at school, and actively seek to promote these aspects in students (Schwab et al, 2022 ). In addition to the significant role of the teacher, the social climate also plays an important part in promoting positive achievement emotions and scholastic well-being of students.…”

“…These goals can be fostered by actively promoting social cohesion and a sense of belonging in the classroom (e.g., Dawes et al, 2020 ). The provision of adequate feedback and improvement of social cohesion should be specifically addressed and supported in the training of teachers in terms of classroom management skills (e.g., Dawes et al, 2020 ; Schwab et al, 2022 ). These relations should be investigated in follow-up studies.…”

“…Scholastic well-being, as a context-specific facet of subjective well-being defined above, concerns qualitative and quantitative cognitive evaluations of experiences in the school context, and is considered to be high when positive aspects outweigh negative perceptions (Hascher, 2008 ; Morinaj & Hascher, 2019 ; Schwab et al, 2022 ). The common definition of school well-being (Hascher, 2004b ) includes cognitive, emotional, social, and physical components that are directly related to perceptions of the school environment or students' experiences of themselves therein.…”

What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages

“…Considering the link among TS-relatedness and student's well-being, it might also be expected that such messages affect students' well-being through this enhance feeling of relatedness. So far, some approaches have gathered evidence towards the effect that teacher's feedback messages can have on students' well-being (Mouratidis et al, 2010;Schwab et al, 2022). However, less emphasis has been placed in the role teacher engaging messages can have and in the mediating role of teacher-student relatedness.…”