[What role does social background and school type play in perceptions of digital feedback and academic self-concept during the COVID-19 pandemic?]

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-05-05 DOI:10.1007/s35834-022-00335-9
Fabian Alexander Emde, Kira Elena Weber
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Abstract

How students perceive feedback shapes the impact of feedback on academic achievement and the development of academic self-concepts. The COVID-19 pandemic changed the framework of school learning and thus the opportunities for feedback in the classroom. In the present study, a sample of 668 students from different types of schools was used to investigate how often they received digital feedback from teachers and how they perceived the feedback. We analysed the role of school type and social background (socioeconomic status and migration background) in the perception of feedback and whether social background, school type, and perceived feedback can predict academic self-concept. In terms of school type, students in the higher academic track (Gymnasium) perceived their teachers' feedback as less fair, accepted it less, and saw less benefit in the feedback. The social background of students with and without a migration background did not play a significant role in their perception of the feedback. The results of a multiple regression model showed that socioeconomic status, perceived fairness, and usefulness of the feedback were positive predictors of academic self-concept in distance education. Thus, the present study provides preliminary evidence on the perception of digital feedback and its relationship to academic self-concept. The results imply that teachers should more strongly incorporate students' perceptions of feedback to especially enhance academic self-concept.

[在新冠肺炎大流行期间,社会背景和学校类型在数字反馈和学术自我概念的认知中扮演什么角色?]
学生感知反馈的方式决定了反馈对学业成绩和学业自我概念发展的影响。新冠肺炎大流行改变了学校学习的框架,从而改变了课堂反馈的机会。在本研究中,来自不同类型学校的668名学生被用来调查他们从老师那里收到数字反馈的频率以及他们如何感知反馈。我们分析了学校类型和社会背景(社会经济地位和移民背景)在反馈感知中的作用,以及社会背景、学校类型和感知反馈是否可以预测学术自我概念。就学校类型而言,高等学校(体育馆)的学生认为老师的反馈不太公平,接受程度较低,从反馈中看到的好处也较少。有和没有移民背景的学生的社会背景在他们对反馈的感知中没有发挥重要作用。多元回归模型的结果表明,社会经济地位、公平感和反馈的有用性是远程教育中学术自我概念的积极预测因素。因此,本研究为数字反馈的感知及其与学术自我概念的关系提供了初步证据。研究结果表明,教师应该更强烈地融入学生的反馈感知,特别是提高学术自我概念。
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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