The influence of teacher feedback on children's perceptions of student-teacher relationships

British Journal of Educational Psychology

Volumn 85, Issue 3, 2015, Pages 276-288

  Skipper, Yvonne ^a   Douglas, Karen ^b  

^a KEELE UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF KENT   (United Kingdom)

Author keywords

Criticism; Feedback; Praise; Student teacher relationship

Indexed keywords

ACHIEVEMENT; CHILD; FEEDBACK SYSTEM; FEMALE; HUMAN; MALE; PSYCHOLOGY; QUESTIONNAIRE; SOCIAL BEHAVIOR; STUDENT;

ACHIEVEMENT; CHILD; FEEDBACK; FEMALE; HUMANS; MALE; SOCIAL BEHAVIOR; STUDENTS; SURVEYS AND QUESTIONNAIRES;

EID: 84938957588     PISSN: 00070998     EISSN: 20448279     Source Type: Journal    
DOI: 10.1111/bjep.12070     Document Type: Article

References (37)

1. Abry, T., Rimm-Kaufman, S. E., Larsen, R. A., & Brewer, A. J. (2013). The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach. Journal of School Psychology, 51, 437-453. doi:10.1016/j.jsp.2013.03.001
2. Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. Elementary School Journal, 100, 57-70. doi:10.1086/461943
3. Baron, J. (1988). Utility, exchange, and commensurability. Journal of Thought, 23, 111-131.
4. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-79. doi:10.1016/S0022-4405(96)00029-5
5. Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviours and the teacher-child relationship. Developmental Psychology, 34, 934-946. doi:10.1037/0012-1649.34.5.934
6. Brophy, J. E. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32. doi:10.3102/00346543051001005
7. Burnett, P. C. (2001). Elementary students' preferences for teacher praise. Journal of Classroom Interaction, 36, 16-23.
8. Burnett, P. C. (2002). Teacher praise and feedback and students' perceptions of the classroom environment. Educational Psychology, 22, 5-16. doi:10.1080/01443410120101215
9. Cooper, H. M. (1977). Controlling personal rewards: Professional teachers' differential use of feedback and the effects of feedback on the students' motivation to perform. Journal of Educational Psychology, 69, 419-427. doi:10.1037/0022-0663.69.4.419
10. Department for Education (2013). Education and training statistics for the United Kingdom. Retrieved from https://www.gov.uk/government/statistics/education-and-training-statistics-for-the-uk-2013
11. DePaulo, B. M., & Bell, K. L. (1996). Truth and investment: Lies are told to those who care. Journal of Personality and Social Psychology, 71, 703-716. doi:10.1037/0022-3514.71.4.703
12. Dohrn, E., & Bryan, T. (1994). Attributional instruction. Teaching Exceptional Children, 26, 61-63.
13. Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Philadelphia, PA: Psychology Press.
14. Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.). and N. Eisenberg (Vol. Ed.), Handbook of child psychology (5th ed., Vol. III, pp. 1017-1095). New York, NY: Wiley.
15. Entwhistle, D. R., Alexander, K. L., Pallas, A. M., & Cardigan, D. (1987). The emergence of academic self-image of first graders: Its response to social structure. Child Development, 58, 1190-1206. doi:10.2307/1130614
16. Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638. doi:10.1111/1467-8624.00301
17. Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967. doi:10.1111/j.1467-8624.2005.00889.x
18. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112. doi:10.3102/003465430298487
19. Heyman, G. D., Fu, G., Sweet, M. A., & Lee, K. (2009). Children's reasoning about evaluative feedback. British Journal of Developmental Psychology, 27, 875-890. doi:10.1348/026151008X390870
20. Heyman, G. D., & Legare, C. H. (2005). Children's evaluation of sources of information about traits. Developmental Psychology, 41, 636-647. doi:10.1037/0012-1649.41.4.636
21. Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of teacher-student relationship on childhood aggression: A prospective study. Journal of Clinical Child Psychology, 28, 173-184. doi:10.1207/s15374424jccp2802_5
22. Kamins, M. L., & Dweck, C. S. (1999). Person vs. process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835-847. doi:10.1016/S1060-3743(01)00038-8
23. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284. doi:10.1037/0033-2909.119.2.254
24. Lerner, J. V., Lerner, R. M., & Zabski, S. (1985). Temperament and elementary school children's actual and rated academic performance: A test of a "goodness-of-fit" model. Journal of Child Psychology and Psychiatry, 26, 125-136. doi:10.1111/j.1469-7610.1985.tb01633.x
25. Marsh, H. W. (1990). The influences of internal and external frames of reference on the formation of English and math self-concepts. Journal of Educational Psychology, 82, 107-116. doi:10.1037/0022-0663.82.1.107
26. Merrett, F., & Tang, W. (1994). The attitudes of British primary school pupils to praise, rewards, punishments and reprimands. British Journal of Educational Psychology, 64, 91-103. doi:10.1111/j.2044-8279.1994.tb01087.x
27. Meyer, W. (1992). Paradoxical effects of praise and criticism on perceived ability. In W. Stroebe & M. Hewstone (Eds.), European review of social psychology (Vol. 3, pp. 259-283). Chichester, UK: Wiley.
28. Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75, 33-52. doi:10.1037/0022-3514.75.1.33
29. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
30. Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7, 295-312. doi:10.1111/j.1467-9507.2008.00508.x
31. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 493-529. doi:10.3102/0034654311421793
32. Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. New York, NY: Appleton-Century.
33. Skipper, Y., & Douglas, K. M. (2012). Is no praise good praise? Effects of positive feedback on children's responses to subsequent failures. British Journal of Educational Psychology, 82, 327-399. doi:10.1111/j.2044-8279.2011.02028.x
34. Twenge, J. M. (2006). Generation Me: Why today's young Americans are more confident, assertive, entitled - And more miserable than ever before. New York, NY: Free Press.
35. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
36. Wigboldus, D., & Douglas, K. (2007). Language, stereotypes, and intergroup relations. In K. Fiedler (Ed.), Social communication (pp. 79-106). New York, NY: Psychology Press.
37. Wigboldus, D. H. J., Semin, G. R., & Spears, R. (2006). Communicating expectancies about others. European Journal of Social Psychology, 36, 815-824. doi:10.1002/ejsp.323