Relations of Student Perceptions of Teacher Oral Feedback With Teacher Expectancies and Student Self-Concept |
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| Authors: | Yi-Hsin Chen Marilyn S Thompson Jeffrey D Kromrey George H Chang |
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| Institution: | 1. University of South Florida;2. Arizona State University;3. Taipei Municipal University of Education , Taiwan |
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| 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 nonacademic feedback in predicting teacher expectancies. A 2-way multivariate analysis of variance showed that boys perceived more negative oral feedback than did girls, and fifth-grade students perceived more negative oral feedback on academic and nonacademic domains than did the third- and fourth-grade students. Furthermore, structural equation modeling results indicated a particularly strong relation between positive academic oral feedback and academic self-concept. |
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| Keywords: | classroom research student perception student self-concept teacher expectancy teacher oral feedback |
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