Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/8277 |
Resumo: | Previous research revealed the connection between students’ behavioral and emotional engagement and a supportive classroom environment. One of the primary tools teachers have to create a supportive classroom environment is effective feedback. In this study, we assessed the supportive classroom environment using the perception shared by all students from the same classroom of teachers’ use of effective feedback. We aimed to explore the effect of such an environment on students’ behavioral engagement and school identification. Using a probabilistic sample of 1,188 students from 75 classrooms across 6th, 7th, 9th, and 10th grades, we employed multilevel regression modeling with random intercept and fixed slopes. We explored the effects of both individual perceptions of teachers’ use of effective feedback and the supportive classroom environment on student engagement. The analyses identified that students who perceived that their teachers use more effective feedback had a higher level of behavioral engagement and school identification. Once we controlled the effects of these individual perceptions of teachers’ effective feedback, we still observed the effect of a supportive classroom environment on student engagement. So, in classrooms where teachers used more effective feedback creating a supportive classroom environment, students had higher school identification and behavioral engagement levels, regardless of their individual perceptions of teachers’ feedback. The association between variables remained significant even after controlling students’ characteristics (gender, nationality, mother’s level of education, history of grade retention) and classroom characteristics (grade level, type of school, number of students at grade level). Our findings support the potential of teachers’ feedback practices to foster students’ school identification and behavioral engagement to build a more inclusive school environment and value students’ diversity. |
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Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagementTeachers’ feedback practicesSchool identificationBehavioral engagementSupportive classroomsMultilevel analisysmiddle schoolsecondary schoolPrevious research revealed the connection between students’ behavioral and emotional engagement and a supportive classroom environment. One of the primary tools teachers have to create a supportive classroom environment is effective feedback. In this study, we assessed the supportive classroom environment using the perception shared by all students from the same classroom of teachers’ use of effective feedback. We aimed to explore the effect of such an environment on students’ behavioral engagement and school identification. Using a probabilistic sample of 1,188 students from 75 classrooms across 6th, 7th, 9th, and 10th grades, we employed multilevel regression modeling with random intercept and fixed slopes. We explored the effects of both individual perceptions of teachers’ use of effective feedback and the supportive classroom environment on student engagement. The analyses identified that students who perceived that their teachers use more effective feedback had a higher level of behavioral engagement and school identification. Once we controlled the effects of these individual perceptions of teachers’ effective feedback, we still observed the effect of a supportive classroom environment on student engagement. So, in classrooms where teachers used more effective feedback creating a supportive classroom environment, students had higher school identification and behavioral engagement levels, regardless of their individual perceptions of teachers’ feedback. The association between variables remained significant even after controlling students’ characteristics (gender, nationality, mother’s level of education, history of grade retention) and classroom characteristics (grade level, type of school, number of students at grade level). Our findings support the potential of teachers’ feedback practices to foster students’ school identification and behavioral engagement to build a more inclusive school environment and value students’ diversity.Fundação para a Ciência e Tecnologia - FCTFrontiers Media S.A.Repositório do ISPAMonteiro, VeraCarvalho, CarolinaSantos, Natalie Nóbrega2021-09-21T19:26:57Z2021-01-01T00:00:00Z2021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/8277porMonteiro, V., Carvalho, C. & Santos, N. N.(2021). Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement. Frontiers in Education, 6, 1-14 doi.:10.3389/feduc.2021.6617362504284X10.3389/feduc.2021.661736info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-05T16:44:04Zoai:repositorio.ispa.pt:10400.12/8277Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:26:06.438530Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement |
title |
Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement |
spellingShingle |
Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement Monteiro, Vera Teachers’ feedback practices School identification Behavioral engagement Supportive classrooms Multilevel analisys middle school secondary school |
title_short |
Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement |
title_full |
Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement |
title_fullStr |
Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement |
title_full_unstemmed |
Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement |
title_sort |
Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement |
author |
Monteiro, Vera |
author_facet |
Monteiro, Vera Carvalho, Carolina Santos, Natalie Nóbrega |
author_role |
author |
author2 |
Carvalho, Carolina Santos, Natalie Nóbrega |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Monteiro, Vera Carvalho, Carolina Santos, Natalie Nóbrega |
dc.subject.por.fl_str_mv |
Teachers’ feedback practices School identification Behavioral engagement Supportive classrooms Multilevel analisys middle school secondary school |
topic |
Teachers’ feedback practices School identification Behavioral engagement Supportive classrooms Multilevel analisys middle school secondary school |
description |
Previous research revealed the connection between students’ behavioral and emotional engagement and a supportive classroom environment. One of the primary tools teachers have to create a supportive classroom environment is effective feedback. In this study, we assessed the supportive classroom environment using the perception shared by all students from the same classroom of teachers’ use of effective feedback. We aimed to explore the effect of such an environment on students’ behavioral engagement and school identification. Using a probabilistic sample of 1,188 students from 75 classrooms across 6th, 7th, 9th, and 10th grades, we employed multilevel regression modeling with random intercept and fixed slopes. We explored the effects of both individual perceptions of teachers’ use of effective feedback and the supportive classroom environment on student engagement. The analyses identified that students who perceived that their teachers use more effective feedback had a higher level of behavioral engagement and school identification. Once we controlled the effects of these individual perceptions of teachers’ effective feedback, we still observed the effect of a supportive classroom environment on student engagement. So, in classrooms where teachers used more effective feedback creating a supportive classroom environment, students had higher school identification and behavioral engagement levels, regardless of their individual perceptions of teachers’ feedback. The association between variables remained significant even after controlling students’ characteristics (gender, nationality, mother’s level of education, history of grade retention) and classroom characteristics (grade level, type of school, number of students at grade level). Our findings support the potential of teachers’ feedback practices to foster students’ school identification and behavioral engagement to build a more inclusive school environment and value students’ diversity. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-21T19:26:57Z 2021-01-01T00:00:00Z 2021-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.12/8277 |
url |
http://hdl.handle.net/10400.12/8277 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Monteiro, V., Carvalho, C. & Santos, N. N.(2021). Creating a supportive classroom environment through effective feedback: effects on students’ school identification and behavioral engagement. Frontiers in Education, 6, 1-14 doi.:10.3389/feduc.2021.661736 2504284X 10.3389/feduc.2021.661736 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Frontiers Media S.A. |
publisher.none.fl_str_mv |
Frontiers Media S.A. |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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