Supporting students’ engagement with teachers’ feedback: the role of students’ school identification
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10071/21525 |
Resumo: | 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. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Supporting students’ engagement with teachers’ feedback: the role of students’ school identificationTeachers’ feedbackSchool identificationBehavioural engagementSchool yearEducational tracksThis 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.Taylor and Francis2022-06-25T00:00:00Z2021-01-01T00:00:00Z20212021-10-20T14:04:48Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10071/21525eng0144-341010.1080/01443410.2020.1849564Carvalho, C.Santos, N. N.António, R.Martins, D.info: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:RCAAP2023-07-25T17:31:27ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification |
title |
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification |
spellingShingle |
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification Carvalho, C. Teachers’ feedback School identification Behavioural engagement School year Educational tracks |
title_short |
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification |
title_full |
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification |
title_fullStr |
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification |
title_full_unstemmed |
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification |
title_sort |
Supporting students’ engagement with teachers’ feedback: the role of students’ school identification |
author |
Carvalho, C. |
author_facet |
Carvalho, C. Santos, N. N. António, R. Martins, D. |
author_role |
author |
author2 |
Santos, N. N. António, R. Martins, D. |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Carvalho, C. Santos, N. N. António, R. Martins, D. |
dc.subject.por.fl_str_mv |
Teachers’ feedback School identification Behavioural engagement School year Educational tracks |
topic |
Teachers’ feedback School identification Behavioural engagement School year Educational tracks |
description |
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. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01T00:00:00Z 2021 2021-10-20T14:04:48Z 2022-06-25T00:00:00Z |
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/10071/21525 |
url |
http://hdl.handle.net/10071/21525 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
0144-3410 10.1080/01443410.2020.1849564 |
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 |
Taylor and Francis |
publisher.none.fl_str_mv |
Taylor and Francis |
dc.source.none.fl_str_mv |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
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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1777303975118241792 |