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Publication Detailed Description
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification
Journal Title
Educational Psychology
Year (definitive publication)
2021
Language
English
Country
United Kingdom
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Abstract
This study explored the link between teachers’ feedback and students’ behavioural engagement with school identification. Using a sample of 2534 students from 6th to 12th school year, we examined whether their perceptions about teachers’ feedback were related to their behavioural engagement and mediated by their school identification. We also explore whether this relation was moderated by students’ year of schooling and by the type of secondary course they were enrolled and the differences of latent means between these groups. Results confirmed the expected mediation: teachers’ feedback was associated with an increased behavioural engagement via increased school identification. Only the type of students’ secondary course moderated this relation. Students in the 12th year perceived that their teacher used less effective feedback and felt lower school identification than students in the early years of schooling. These finding illustrated the underlying mechanism through which teachers’ feedback affect students’ behavioural engagement with school.
Acknowledgements
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Keywords
Teachers’ feedback,School identification,Behavioural engagement,School year,Educational tracks
Fields of Science and Technology Classification
- Educational Sciences - Social Sciences
Funding Records
| Funding Reference | Funding Entity |
|---|---|
| UID/CED/04107/2016 | Fundação para a Ciência e a Tecnologia |
| UIDB/03125/2020 | Fundação para a Ciência e a Tecnologia |
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