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 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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Chen et al. (2011) found that lower-expectancy students perceived receiving less positive and more negative oral feedback from their teachers than higher-expectancy classmates.
“The results showed that lower-expectancy students perceived receiving less positive and more negative oral feedback from their teachers than higher-expectancy classmates.”
From Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020) · cites this paper as Chen et al. (2011)
In Chen et al. (2011), the perceived feedback was significantly related to students' self-concept.
“Furthermore, the perceived feedback was significantly related to students' self-concept.”
From Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020) · cites this paper as Chen et al. (2011)
Chen et al. (2011) leaves open whether teacher feedback actually mediates the link between teacher expectations and students' self-concept.
“Furthermore, it leaves open whether teacher feedback actually mediates the link between teacher expectations and students' self-concept.”
From Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020) · cites this paper as Chen et al. (2011)
Chen et al. (2011) did not account for actual student achievement.
“However, this study also did not account for actual student achievement.”
From Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020) · cites this paper as Chen et al. (2011)
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References 52 · Cited by 68
- Authors
- Chen, Y.-H., Thompson, M. S., Kromrey, J. D., & Chang, G. H.
- Affiliations
- University of South Florida (US)
- Arizona State University (US)
- National Taipei University of Education (TW)
- Venue
- The Journal of Experimental Education
- Publisher
- Informa UK Limited
- Published
- 2011-08
- Volume
- 79
- Issue
- 4
- Pages
- 452-477
- ISSN
- 0022-0973 (ISSN-L)
- 1940-0683
- OpenAlex
- W2088061475
- Cited by
- 68
- References
- 52
- Citations by year
- 2026: 5 · 2025: 7 · 2024: 3 · 2023: 9 · 2022: 8 · 2021: 9 · 2020: 4 · 2019: 4 · 2018: 3 · 2017: 4 · 2016: 3 · 2015: 2 · 2014: 3 · 2013: 1 · 2012: 2
- FWCI
- 2.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Experimental Education (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Keywords
- student perceptions, teacher expectations, student self-concept, academic self-concept, gender differences, grade level differences, elementary school students
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