The effectiveness of teachers' corrective feedback on changing the level of assertiveness and connection with the school of students

Sabbagh Hasanzadeh, Talat

doi:10.22111/jeps.2024.45298.5364

The effectiveness of teachers' corrective feedback on changing the level of assertiveness and connection with the school of students

Document Type : Scientific Articles

Author

Talat Sabbagh Hasanzadeh

Assistant Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran.

10.22111/jeps.2024.45298.5364

Abstract

The purpose of the research was to the effectiveness of teachers' corrective feedback on changing the level of self-expression and connection with the school of students. The research method was semi-experimental with a pre-test/post-test design with a control group. The sample consisted of 40 female elementary school students in Mashhad, who were selected by multi-stage cluster random method and randomly assigned to experimental groups (receiving feedback based on Butler and Wein's model) and controls. In the intervention phase, the experimental group received feedback based on the Butler and Wayne model for 12 weeks, and the control group received traditional feedback. The data collection tool was self-expression and connection with the school questionnaire, which was used in the pre-test and post-test stages for both experimental and control groups. The research data were analyzed by multivariate covariance analysis. The findings indicated that the level of self-expression, and connection with the school of the experimental group had increased significantly compared to the control group. Therefore, it can be said that providing feedback based on the Butler and Wayne model can be effective, and if teachers use this model to provide feedback after formative evaluations, they can increase the level of self-expression and connection with the school of knowledge. Increase students significantly.

Keywords

References

ابراهیم‌تبار گردرودباری، اسفندیار؛ عمادیان، سیده علیا و میرزائیان، بهرام. (1402). اثربخشی برنامه آموزش والدگری آدلری بر پیوند با مدرسه و رفتارهای پرخطر نوجوانان. خانواده درمانی کاربردی، (1)4،33-19.

سماواتیان، حسین؛ کاظمی، حمزه. (1395). نقش ویژگی های خودکارآمدی بر انگیزش دانش آموزان در یادگیری. تحقیق در برنامه ریزی درسی، (2)13، 123-110.

صباغ حسن‌زاده، طلعت سادات؛ و شادمند، سیدکاظم. (1402). پیش‌بینی انگیزش تحصیلی دانش‌آموزان براساس نوع بازخورد معلم با در نظر گرفتن نقش میانجی ذهنیت دانش‌آموزان. آموزش و ارزشیابی، 16(63)، 125-103.

قدم پور، عزت اله؛ قره ویسی، سمیرا و سلیمانی، مجید. (1402). بررسی رابطه ادراک از محیط کلاس درس و سرزندگی تحصیلی: نقش واسطه ای پیوند با مدرسه. فصلنامه تعلیم و تربیت، (1)39، 188-173.

قزوینه، جمشید؛جدیدی، هوشنگ؛ تقوائی نیا، علی و مروتی، ذکرالله. (1401). اثربخشی بسته آموزشی رضایت تحصیلی بر خودتنظیمی و ابراز وجود دانش‌آموزان مقطع متوسطه. رویش روان شناسی، (7)11، 86-79.

محسن پور، مریم؛ حجازی، الهه؛ کیامنش، علیرضا .(1386). نقش خودکارآمدی، اهداف پیشرفت، راهبردهای یادگیری و پایداری در پیشرفت تحصیلی دانش آموزان پایه سوم ریاضی شهر تهران. مجله نوآوری های آموزشی، (5) 16، 34-9.

مرآتی، علیرضا؛ قدم‌پور، عزت الله. (1401). ارائه الگوی پیوند با مدرسه بر اساس سبک های هویت و جو مدرسه با میانجی گری خودکارآمدی تحصیلی. نشریه روانشناسی، (26)4، 347-333.

مولوی، حسین (1399). راهنمای عملی علوم رفتاری. اصفهان: پویش اندیشه.

نعمتی، شهروز؛ بدری گرگری، رحیم؛ طرفه، نازی؛ و محمودی، الهه. (1402). نقش امیدواری، شفقت به خود، و تاب آوری والدینی در پیش‌بینی پیوند با مدرسه دانش‌آموزان دارای اختلالات یادگیری ویژه. فصلنامه سلامت روان کودک. (3)10، 47-31.

یوسف وند، مهدی؛ غضنفری، فریدون؛ حسنوند، بهزاد. (1395). متغیرهای بازخورد و یادگیری: از علم تا عمل. تبریز: انتشارات اختر.

Allen, K-A., Slaten, C. D., Arslan, G., Roffey, S., Craig, H., & Vella-Brodrick, D. A. (2021). School belonging: The importance of student and teacher relationships. The Palgrave Handbook of Positive Education, 1(17), 525-550.

Al-Salami, Q.H., Abdalla, S.N. (2022). The impact of academic satisfaction as a mediator on international conferences. CihanUniversity-Erbil Journal of Humanities and Social Sciences, 6 (1),19- 26.

Bao, D. (2022). Fostering self-expression: Learners create their Own visuals: Looking Beyond the Current Design.

Boggs, J. A. (2019). Effects of teacher-scaffolded and selfscaffolded corrective feedback compared to directcorrective feedbac Sk on grammatical accuracy in English L2 writing. Journal of Second Language Writing, 46, 100671.

Brummelman, E., Nelemans, S. A., Thomaes, S., & Orobio de Castro, B. (2020). When parents’ praise inflates, children's self‐esteem deflates. Child Development, 88(6), 1799-1809.

Bruning, R., Schraw, G., Ronning, R. (1999). Cognitive psychology and instruction. OH: Merrill Prentice Hall, 54(2), 1154-1173.

Butler, D.L., Winne, P.H. (1995). Feedback and self-regulated learning: a theoretical synthesis, Review of Educational Research, 65(3), 245-281.

Charteris, J., Page,A. (2021). School bonding, attachment, and engagement through remote learning: Fostering school connectedness. Journal of Teachers’ Work, 18(2), 91-108.

Cutumisu, M., & Lou, N. M. (2020). The moderating effect of mindset on the relationship between university students’ critical feedback-seeking and learning. Computers in Human Behavior, 112(10),45_64.

Dinham, S. (2005). How schools get moving and keep improving: Leadership for teacher learning, student success and school renewal. Australian Journal of Education, 51(3), 263-270.

Esteban, M. S., & Martin, A. S. (2014) Beyond Compulsory Schooling: Resilience and Academic Success of Immigrant Youth and Learning a second language. Procedia - Social and Behavioral Sciences,132(15), 9-27.

Ferrar, S. J., Stack, D. M., Dickson, D. J., Serbin, L. A., Ledingham, J., & Schwartzman, A. E. (2019). Maternal Socialization Responses to Preschoolers’ Success and Struggle: Links to Contextual Factors and Academic and Cognitive. Journal of Research in Childhood Education, 33(3), 363-381.

Fwu ,B-J., Yang, T-R. Chen,Y-K and Chen, R. (2022). The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context. Psychol. 13:1046806.

Gandhi, J., Watts, T. W., Masucci, M. D., & Raver, C. C. (2020). The Effects of Two Mindset Interventions on Low-Income Students’ Academic and Psychological Outcomes. Journal of Research on Educational Effectiveness, 13(2), 351-379.

Garn, A. C., & Jolly, J. L. (2014). High ability students’ voice on learning motivation. Journal of Advanced Academics, 25(1), 7_24.

Gunderson, E. A., Sorhagen, N. S., -Gripshover, S. J., Dweck, C. -Goldin-Meadow, S., & Levine, S. C. (2021). Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Developmental psychology, 54(3), 397_402.

Hattie, J., Timperley, H. (2017). The power of feedback. Review of educational research, 77(1),
81_112.

Hier, B. O., Eckert, T. L. (2016). Programming generality into a performance feedback writing intervention: A randomized controlled trial. Journal of School Psychology, 56(21), 111-131.

Honicke, T., Broadbent, J., Tyszkiewicz, M.F. (2023). The self-efficacy and academic performance reciprocal relationship: the influence of task difficulty and baseline achievement on learner trajectory. Higher Education Research & Development, 8(42), 1936-1953.

Hoorens, V., Dekkers, G., & Deschrijver, E. (2020). Gender bias in student evaluations of teaching: Students’ self‑affirmation reduces the bias by lowering evaluations of male professors. Sex Roles, 84(1), 34-48.

Hyland, K., Hyland, F. (2019). Feedback in second language writing: Contexts and issues. Cambridge: Cambridge University Press, 15(10), 1241_1255.

Iida, A. (2016). Exploring earthquake experiences: A study of second language learners. System, 57(9), 120-133.

Janssen, E. M., Ven, S. H.G., Hoogmoed, A. H., Leseman, P. P.M. (2017).The effect of anticipated achievement feedback on students' semantic processing as indicated by the N400 cloze effect. Learning and Instruction, 47(11), 80-90.

Kamins, M. L., & Dweck, C. S. (2021). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental psychology, 35(3), 812_827.

Klimova, B. (2015). Diary Writing as a Tool for Students’ Self-reflection and Teacher's Feedback in the Course of AcademicWriting. Procedia - Social and Behavioral Sciences, 197(54), 549-553.

Koutroubas, V & Galanakis, M .(2022). Bandura’s Social Learning Theory and Its Importance in the Organizational Psychology Context. Psychology Research, 12(6), 315-322.

Li, y & Zhang, L. (2024).Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence. Educational Psychology,14(25), 1154-1167.

Lou, N. M., Noels, K. A. (2016). Changing language mindsets: Implications for goal orientations and responses to failure in and outside the second languageclassroom. Contemporary Educational Psychology, 46(5), 22-33.

Luisa, L. F.(2015). Factors Affecting Academic Resilience in Middle Schoo Students: A Case Study. Gist Education and LearninG Research Journal, 19(10), 63-78.

Ma, F., Chen, P., Guo, T., Kroll, J. F.(2017).When late second language learners access the meaning of L2 words: Using ERPs to investigate the role of the L1 translation equivalent. Journal of Neurolinguistics, 41(24), 50-69.

Maddox, S. J. ,& Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6(1), 31-49

Maiya, S., Dotterer, A. M., & Whiteman, S. D. (2021). Longitudinal changes in adolescents’ school bonding during the COVID‐19 pandemic: Individual, parenting, and family correlates. Journal of Research on Adolescence, 31(3), 808-819.

Mardiningrum, A., Adriyanthi, N. (2023). poetry for EFL classroom: students’ self-expression and the creative process behind its creation. Journal on English as a Foreign Language, 13(2), 610-627.

Martin, S., Alvarez, I. M., & Espasa, A. (2022). Video feedback and Foreign Language Anxiety in online pronunciation tasks. International Journal of Educational Technology in Higher Education, 19(19)

Milne, T., Creedy, D. K., West, R. (2016). Integrated systematic review on educational strategies, Learning a second language and resilience in undergraduate indigenous students. Nurse Education Today, 36(4), 387-394.

Mosek, A. A., R. Gilboa, B. D. (2016). Integrating art in psychodynamic-narrative group work teacher feedback to promote the resilience of caring professionals. The Arts in Psychotherapy, 51(19), 1-9.

Patra, I., Alazemi, A., Al-Jamal, D. et al. (2022). The effectiveness of teachers’ written and verbal corrective feedback during formative assessment on male language learners’ academic anxiety, academic performance (AP), and attitude toward learning. Lang Test Asia, 12, 19 -25

Qureshi, M. A. (2016). A meta-analysis: Age and second language grammar acquisition. System, 60(13), 147-160.

Richardson, J. T., Shah, E. M., Nair, C. S. (2016).Student Feedback: Shifting Focus From Evaluations to Staff Performance Reviews. Measuring and Enhancing the Student Experience, 12(1), 21-36.

Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(54), 119-144.

Sadler, D.R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-50

Sahar, N., & Nadeem, H.A. (2024). Effect of teacher’s feedback on self-concept of students at secondary level. Open Access Education and Leadership Review, 1(1): 11-20.

Sarré, C., Grosbois, M., & Brudermann, C. (2021). Fostering accuracy in L2 writing: impact of different types of CF in an experimental blended learning EFL course. Computer Assisted Language Learning, 34(5‑6), 707–729.

Scott, C. (2005) Parenting, teaching and self-esteem. Australian Educational, 27(1), 28-30.

Skinner, D., Gjerde, K. P., & Padgett, M. Y. (2022). Importance of Goal and Feedback Orientation in Determining Feedback Effectiveness. Journal of the Scholarship of Teaching and Learning, 22(3), 152-168.

Springer, A.S., McQueen, A., Quintanilla, G., Arrivillaga, A., Ross, M.W. (2009). Relliability and validity of the student perceptions of school cohesion scale in a sample of Salvadoran school students. Biomedical Central International Health and Human Rights, 9(13), 30-38.

Yoshida, L., Kurita, K. (2016). Evaluation of Structured Academic Portfolio Chart. Procedia Computer Science, 96(7), 1454-1462.

Varela, J., Muñoz, G.J, Reschly, A & Melipillán, R. (2022). Bullying Behavior and School Bonding for Predicting Student Engagement Among Chilean Adolescents, Journal of School Violence, 21(3), 327-341.

Zhang, J., Kuusisto, E., Nokelainen, P., & Tirri, K. (2020). Peer feedback reflects the mindset and academic motivation of learners. Frontiers in psychology, 11(3), 1701_1714.

Zhao, X., Heuvel-Panhuizen, M.D., Veldhuis, M. (2017).Classroom assessment in the eyes of Chinese primary mathematics meaning of education: A review of teacher-written papers. Studies in Educational Evaluation, 13(4),1145-1159.