Student perceptions of teacher feedback quality in homework: Individual and class‐level factors

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-04-20 DOI:10.1002/pits.23203

Jianzhong Xu

引用次数: 0

Abstract

This study aimed to examine multilevel models posited to predict student perceptions of teacher feedback quality. A cross‐sectional survey design was used, involving 1072 middle school students. We incorporated two clusters of variables: (a) student characteristics (gender, prior knowledge, parent education, homework expectancy, homework value, homework cost, and help seeking) and (b) the characteristics of the classroom context (perceived homework quality, autonomy support, and teacher monitoring). Perceived feedback quality was positively related to perceived autonomy support and homework quality at the individual and class levels. Meanwhile, perceived feedback quality was positively related to homework expectancy, homework value, and help seeking at the individual level.

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学生对教师作业反馈质量的看法：个人和班级层面的因素

本研究旨在研究预测学生对教师反馈质量看法的多层次模型。研究采用横断面调查设计，涉及 1072 名初中生。我们纳入了两组变量：(a) 学生特征（性别、先前知识、父母教育程度、家庭作业期望值、家庭作业价值、家庭作业成本和寻求帮助）和 (b) 课堂环境特征（感知到的家庭作业质量、自主支持和教师监督）。在个人和班级层面，感知反馈质量与感知自主支持和作业质量呈正相关。同时，在个人层面，感知反馈质量与作业期望、作业价值和寻求帮助正相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.