Poster #49 - Teacher Feedback and Students' Self-Regulated Learning: A Comparison Between a High- and a Low-Achieving School

• In Event: 25.087 - MTCC Poster Session Four
  In Poster Session: 25.087-6 - Assessment in Schools: Poster Session 2

Abstract

This study compared teacher feedback and students’ self-regulated learning (SRL) in mathematics and the relationships between them in a high- and a low- achieving school. A total of 1282 secondary students in China participated in this study, with 652 and 630 from the high- and the low-achieving school, respectively. The results of t-tests indicated that significant differences in teachers’ feedback and students’ SRL in mathematics existed between the high- and low-achieving schools. Two-group structural equation modelling indicated that only verification feedback and teachers’ praise had positive relationships with high-achieving school students’ SRL, while scaffolding feedback, teacher praise, and criticism had positive relationships with low-achieving school students’ SRL. Directive feedback had greater negative correlation with students’ SRL at the low-achieving school.

Author

• Wenjuan Guo