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Grade-Level Differences in Teacher Feedback and Students' Self-Regulated Learning.

Wenjuan Guo1

  • 1Faculty of Education, East China Normal University, Shanghai, China.

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Summary
This summary is machine-generated.

Teacher feedback and self-regulated learning (SRL) differ by grade level in secondary students. Praise positively impacts SRL across grades, while other feedback types show varied effects as students age.

Keywords:
Chinese studentsgrade-level differencessecondary studentsself-regulated learningteacher feedback

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Area of Science:

  • Educational Psychology
  • Adolescent Development
  • Classroom Dynamics

Background:

  • Teacher feedback and student self-regulated learning (SRL) are crucial for academic success.
  • Understanding how these factors interact across different grade levels is essential for targeted interventions.
  • Previous research has not fully elucidated grade-level specific nuances in this relationship.

Purpose of the Study:

  • To examine grade-level differences in teacher feedback types and student SRL among secondary students.
  • To investigate the relationship between various teacher feedback strategies and students' SRL across 10th, 11th, and 12th grades.
  • To identify which types of teacher feedback are most strongly associated with SRL at different educational stages.

Main Methods:

  • A quantitative study involving 1,260 secondary students (430 10th, 460 11th, 370 12th graders).
  • Latent factor mean difference analyses were used to compare feedback and SRL across grade levels.
  • Three-group structural equation modeling was employed to analyze the relationships between feedback types and SRL.

Main Results:

  • Significant grade-level variations were found in both teacher feedback and student SRL.
  • 10th graders received more verification, scaffolding, and praise; 12th graders received more directive feedback and criticism.
  • Student SRL generally declined with age; praise showed the strongest positive correlation with SRL across all grades.

Conclusions:

  • Teacher feedback patterns and student SRL are not uniform across secondary education.
  • Praise appears to be a universally beneficial feedback type for fostering SRL.
  • Directive feedback's impact on SRL shifts from negative in 10th grade to positive in later grades, suggesting developmental considerations.