Teachers’ observed classroom feedback influences how students perceive their learning environments

• In Event: Poster Session 14
  In Poster Session: PS 14 Topic - Education, Schooling

Abstract

Introduction. Teachers’ instructional practices impact students’ academic growth (Allen et al., 2013; Taylor et al., 2003). When teachers provide process feedback (e.g., commenting on learning strategies used; “you worked hard to figure that out”), rather than ability feedback (e.g., commenting on something that a student may not be able to change; “you’re very good at that”), students are more likely to hold mastery-oriented learning beliefs, and view mistakes, failures, and successes as opportunities for growth and improvement (Mueller & Dweck, 1998; Truax, 2018). Studies have found that when students perceive their classroom as valuing improved knowledge and skill, rather than only valuing improved performance, they are more likely to be mastery oriented themselves (Lazarides & Watt, 2014). These perceptions may be shaped indirectly through the general classroom environment that teachers create, as well as directly through the messages teachers convey to their students. Few studies have directly tested this hypothesis-- previous literature has focused on the associations between student perceptions of their teachers or learning environment and the student’s belief or achievement outcomes. Moreover, when examined, teacher instructional practices are either self- or student- reported. The present study extends previous research by directly observing teacher practices and examining links between observed practices and students’ perceptions.
Specifically, we test three hypotheses. Students whose teachers use more process feedback during the school year will be more likely to perceive: 1) learning and growth as the main goals of their classroom, 2) their teachers as believing all students can succeed in class, and 3) their teachers as believing all students are smart.

Methods. 6th and 7th grade students (N = 962) reported their perceptions of the classroom goal structure during fall and spring of one academic year. Trained observers rated their teachers’ (N = 17) use of process feedback while delivering a math, science, or English lesson. Teachers were observed between 3 and 16 times (mean = 9.17, SD = 4.77); scores were averaged to create the process feedback score.

Analyses. We found support for two out of our three hypotheses. Multilevel Bayesian analyses showed that teachers who used more process feedback had students who were more likely to perceive the classroom environment as being more mastery-oriented (β = .10, 95% credibility interval [CI] .04, .16) and perceived their teachers as believing that all students can succeed in class (β = .11, 95% CI .05, .18). We did not find that teachers’ use of process feedback influenced the extent to which students felt their teachers believed that all students were smart (β = -.03, 95% CI -.09, .03).

Discussion. These findings suggest that teachers’ instructional practices may play an important role in how students perceive their learning environment and beliefs their teachers hold about their ability to succeed. Increased knowledge about teachers’ instructional practices and their influence on students’ perceptions will contribute to future program and intervention development by determining the types of learning environments in which students feel supported to learn and grow through both failures and successes in the classroom.

Authors

• Catherine Oberle, University of California - Davis
  Presenting Author

• Diego Catalan Molina, University of California - Davis
  Non-Presenting Author

• Tenelle J. Porter, University of California, Davis
  Non-Presenting Author

• Lenna L Ontai, University of California - Davis
  Non-Presenting Author

• Kali Trzesniewski, University of California - Davis
  Non-Presenting Author