#IGRADE FOR TEACHER HOW TO#
Many teachers may need to teach students in different grade levels, however, they may know little about whether and how to provide feedback differently to them to promote their learning more effectively. These self-reflective processes may cause diverse responses to teachers’ feedback as students progress through higher grades. In addition, as students age, they may re-evaluate their capabilities and change their self-perceptions ( Yeung et al., 2011). In the context of secondary schools, where competition is increasingly keen, students may feel less friendly and have less fun at school as compared to their younger counterparts ( Goh and Gopinathan, 2008). Notwithstanding the numerous studies on teacher feedback and students’ SRL, very few have investigated whether teachers’ different types of feedback and their relationships with students’ SRL vary across grade levels. Furthermore, research has reported a decline in students’ strategy use and motivation as they progress through school ( Hong et al., 2009 Yeung et al., 2011 Wigfield et al., 2015 Gaspard et al., 2017). By contrast, for freshmen, teachers tend to focus on process-goal orientation and provide more scaffoldings or opportunities for dependent learning ( Urdan and Midgley, 2003). For instance, for graduating students in secondary schools, teachers may emphasize performance-goal orientation and provide more grades or marks ( Urdan and Midgley, 2003).
Owing to the grade-level differences in goal structures and instructional practices ( Cleary and Chen, 2009), teachers may provide feedback to students in different grades differently ( Núñez et al., 2015). Teacher feedback refers to the information provided by the teacher concerning aspects of students’ understanding and performance in learning. As suggested by social cognitive theory, teacher feedback plays a vital role in promoting students’ SRL ( Hattie and Timperley, 2007 Pereira et al., 2016 Graham, 2018).
Facilitating students’ self-regulation should therefore be a main educational objective for schools. Examining students’ SRL is an important undertaking since research has consistently indicated that SRL is imperative for students’ academic success and life-long learning ( Broadbent and Poon, 2015 Daniel et al., 2016). SRL comprises cognitive strategies, metacognitive strategies, and motivation ( Pintrich et al., 1991). SRL is defined as learners proactively taking control of their thoughts, feelings, and behaviors to achieve learning goals ( Schunk and Zimmerman, 2010). Self-regulated learning (SRL) is a significant research area in education, and it has garnered attention from educational researchers, educational administrators, and classroom teachers ( Lau and Ho, 2016).
#IGRADE FOR TEACHER VERIFICATION#
Results from three-group structural equation modeling indicated that praise generally exhibited the strongest correlations with SRL regardless of grade level directive feedback was negatively correlated with 10th graders’ SRL but positively correlated with the SRL of 11th and 12th graders scaffolding and verification feedback were positively correlated with 11th graders’ SRL and criticism had small correlations with SRL, regardless of grade level. Students’ SRL generally declined as they aged. Comparatively, 10th-grade teachers were perceived to provide verification feedback, scaffolding feedback, and praise most frequently 12th-grade teachers were perceived to provide directive feedback and criticism most frequently and 11th-grade teachers were perceived to provide all types of feedback least frequently. Latent factor mean difference analyses suggested that teacher feedback and students’ SRL level varied across grades. Secondary students participated in the study ( N = 1,260 430 10th-, 460 11th-, and 370 12th-graders). This study investigated grade-level differences in teacher feedback, students’ self-regulated learning (SRL), and their relationship.
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