Students' Perceptions of Teachers' Corrective Feedback, Basic Psychological Needs and Subjective Vitality: A
Argenis P Vergara-Torres1, José Tristán1, Jeanette M López-Walle1
1School of Sports Organization, Autonomous University of Nuevo León, San Nicolás de los Garza, Mexico.
Frontiers in Psychology
|November 2, 2020
Summary
Student perception of corrective feedback impacts learning. When feedback is perceived as legitimate, it enhances psychological needs satisfaction and subjective vitality in physical education, particularly when delivered supportively.
Area of Science:
- Educational Psychology
- Sports Science
- Self-Determination Theory
Background:
- Student perception of corrective feedback influences learning and cognitive processes.
- Self-Determination Theory (SDT) posits that satisfying basic psychological needs (autonomy, competence, relatedness) is crucial for well-being and motivation.
- Understanding the interplay between feedback perception, psychological needs, and subjective vitality in physical education is essential for effective pedagogy.
Purpose of the Study:
- To test a multilevel mediation model examining the relationship between perceived corrective feedback and students' subjective vitality in physical education.
- To investigate the mediating role of perceived legitimacy of feedback and the satisfaction of psychological needs (autonomy, competence, relatedness) at both group and individual levels.
Main Methods:
- A quantitative study involving 742 students (aged 10-13) from 29 physical education groups.
- Multilevel structural equation modeling was employed to analyze the data.
- Data collection focused on students' perceptions of corrective feedback, its legitimacy, satisfaction of psychological needs, and subjective vitality.
Main Results:
- At the group level, corrective feedback positively predicted perceived legitimacy, which in turn positively predicted competence and relatedness.
- Competence was positively associated with subjective vitality, while relatedness showed a negative association.
- At the individual level, autonomy, competence, and relatedness were all positively associated with subjective vitality. Corrective feedback indirectly influenced vitality through legitimacy and psychological needs.
Conclusions:
- Students' subjective vitality is enhanced when their basic psychological needs are met, as mediated by the perception and acceptance of corrective feedback.
- Physical education teachers should deliver corrective feedback in an autonomy-supportive manner, emphasizing learning and improvement to foster feedback acceptance.
- The findings highlight the importance of a supportive feedback environment for promoting student engagement and well-being in physical education settings.
Keywords:
corrective feedbackphysical educationpsychological well-beingself-determination theoryteacherMore Related Videos
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