Advertisement

Teacher Feedback and Students’ Self-regulated Learning in Mathematics: A Study of Chinese Secondary Students

  • Wenjuan Guo
  • Jun WeiEmail author
Regular Article

Abstract

This study comprehensively investigated how different types of teacher feedback may influence students’ self-regulated learning (SRL) in mathematics. A total of 584 Chinese secondary students participated in this study. Findings showed that teachers provided verification feedback and scaffolding feedback with a high frequency, and provided directive feedback, praise, and criticism with a moderate frequency. Students reported a generally moderate level of SRL in mathematics learning. Male students reported generally higher levels of motivation and more use of cognitive strategies than female students. Results of structural equation modelling indicated that scaffolding feedback and praise predicted students’ improved SRL behaviours. By contrast, verification feedback and directive feedback predicted a reduction in students’ use of organizational strategies but a slight increase in their metacognitive awareness. Criticism predicted students’ increased test anxiety but, unexpectedly, had no predicative power of other presumably possible negative effects on students’ SRL behaviours. Implications for mathematics teachers to develop students’ SRL via feedback are provided and suggestions for future research are discussed.

Keywords

Self-regulated learning (SRL) Teacher feedback Gender differences Mathematics learning Chinese students 

References

  1. Atlas, G. D., Taggart, T., & Goodell, D. J. (2004). The effects of sensitivity to criticism on motivation and performance in music students. British Journal of Music Education, 21(1), 81–87.  https://doi.org/10.1017/S0265051703005540.Google Scholar
  2. Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10–20.  https://doi.org/10.1016/j.tate.2010.08.007.Google Scholar
  3. Bandura, A. (2011). Social cognitive theory. Handbook of Social Psychological Theories, 2012, 349–373.Google Scholar
  4. Bangert-Drowns, R. L., Bangert-Drowns, C., Kulik, J. A., Kulik, M., & Morgan, (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213–238.  https://doi.org/10.3102/00346543061002213.Google Scholar
  5. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–74.  https://doi.org/10.1080/0969595980050102.Google Scholar
  6. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5–32.  https://doi.org/10.3102/00346543051001005.Google Scholar
  7. Carr, M., Barned, N., & Otumfuor, B. (2016). Peers influence mathematics strategy use in early elementary school. International Journal of Educational Psychology, 5(1), 27–55.  https://doi.org/10.17583/ijep.2016.1861.Google Scholar
  8. Cvencek, D., Meltzoff, A. N., & Kapur, M. (2014). Cognitive consistency and math-gender stereotypes in Singaporean children. Journal of Experimental Child Psychology, 117, 73–91.  https://doi.org/10.1016/j.jecp.2013.07.018.Google Scholar
  9. Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177.  https://doi.org/10.1016/j.ecresq.2015.12.016.Google Scholar
  10. Droe, K. L. (2013). Effect of verbal praise on achievement goal orientation, motivation, and performance attribution. Journal of Music Teacher Education, 23(1), 63–78.  https://doi.org/10.1177/1057083712458592.Google Scholar
  11. Guo, W. J. (2017). The relationships between Chinese Secondary Teachers’ Feedback and Students’ Self-Regulated Learning (Doctoral dissertation). China: The Chinese University of Hong Kong.Google Scholar
  12. Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269–290.Google Scholar
  13. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.  https://doi.org/10.3102/003465430298487.Google Scholar
  14. Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28(1), 1–35.  https://doi.org/10.1007/s10212-011-0097-y.Google Scholar
  15. Lau, K. L. (2012). Instructional practices and self-regulated learning in Chinese language classes. Educational Psychology, 32, 427–450.  https://doi.org/10.1080/01443410.2012.674634.Google Scholar
  16. Lee, I. (2007). Feedback in Hong Kong secondary writing classrooms: Assessment for learning or assessment of learning? Assessing Writing, 12(3), 180–198.  https://doi.org/10.1016/j.asw.2008.02.003.Google Scholar
  17. Lee, J. C., Yin, H., & Zhang, Z. (2009). Exploring the influence of the classroom environment on students’ motivation and self-regulated learning in Hong Kong. The Asia-Pacific Education Researcher, 18(2), 219–232.Google Scholar
  18. Lipnevich, A. A., & Smith, J. K. (2008). Response to assessment feedback: The effects of grades, praise, and source of information. ETS Research Report Series, 2008, 1–57.  https://doi.org/10.1002/j.2333-8504.2008.tb02116.x.Google Scholar
  19. Maclellan, E. (2005). Academic achievement: The role of praise in motivating students. Active Learning in Higher Education, 6(3), 194–206.  https://doi.org/10.1177/1469787405057750.Google Scholar
  20. McInerney, D. M. (2008). The motivational roles of cultural differences and cultural identity in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 369–400). New York, NY: Lawrence Erlbaum.Google Scholar
  21. McMillan, J. H. (2014). Classroom assessment: principles and practice for effective standards-based instruction. Pearson: Virginia Commonwealth University.Google Scholar
  22. Ministry of Education of the People’s Republic of China. (2014). On comprehensively deepening curriculum reform, and views of implementing the fundamental task of morality education. Beijing: Chinese Government.Google Scholar
  23. Muthén, L. K., & Muthén, B. O. (1998–2015). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén. http://www.statmodel.com/download/usersguide/Mplus%20Users%20Guide%20v6.pdf.
  24. Nguyen, P. M., Terlouw, C., & Pilot, A. (2006). Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage Culture context. Intercultural Education, 17, 1–19.  https://doi.org/10.1080/14675980500502172.Google Scholar
  25. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.Google Scholar
  26. Pereira, D., Flores, M. A., Simão, A. M. V., & Barros, A. (2016). Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students. Studies in Educational Evaluation, 49, 7–14.  https://doi.org/10.1016/j.stueduc.2016.03.004.Google Scholar
  27. Pintrich, P. R., Pintrich, E., & de Groot, E. A. M. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.  https://doi.org/10.1037/0022-0663.82.1.33.Google Scholar
  28. Pintrich, P. R., Smith, D. A. F., Garcla, T. & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Office of Educational Research and Improvement (ED), Washington, DC.Google Scholar
  29. Pintrich, P. R., & Zusho, A. (2007). Student motivation and self-regulated learning in the college classroom. In R. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 731–810). Dordrecht: Springer.Google Scholar
  30. Rakoczy, K., Harks, B., Klieme, E., Blum, W., & Hochweber, J. (2013). Written feedback in mathematics: Mediated by students’ perception, moderated by goal orientation. Learning and Instruction, 27, 63–73.  https://doi.org/10.1016/j.learninstruc.2013.03.002.Google Scholar
  31. Schunk, D. H., & Zimmerman, B. J. (2010). Social origins of self-regulatory competence. Educational Psychologist, 32, 195–208.  https://doi.org/10.1207/s15326985ep3204_1.Google Scholar
  32. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153–189.  https://doi.org/10.3102/0034654307313795.Google Scholar
  33. Skipper, Y., & Douglas, K. (2012). Is no praise good praise? Effects of positive feedback on children’s and university students’ responses to subsequent failures. British Journal of Educational Psychology, 82(2), 327–339.  https://doi.org/10.1111/j.2044-8279.2011.02028.x.Google Scholar
  34. Sontag, C., & Stoeger, H. (2015). Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context? Learning and Individual Differences, 41, 43–53.  https://doi.org/10.1016/j.lindif.2015.07.008.Google Scholar
  35. Virtanen, P., & Nevgi, A. (2010). Disciplinary and gender differences among higher education students in self-regulated learning strategies. Educational Psychology, 30, 323–347.  https://doi.org/10.1080/01443411003606391.Google Scholar
  36. Voerman, L., Meijer, P. C., Korthagen, F. A. & Simons, R. J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education, 28(8), 1107–1115.  https://doi.org/10.1016/j.tate.2012.06.006.Google Scholar
  37. Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing writing, 15(1), 3–17.  https://doi.org/10.1016/j.asw.2010.01.002.Google Scholar
  38. Zimmerman, B. J. (2000). Theories of self-regulated learning and academic achievement: an overview and analysis. In B. J. Zimmerman & O. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–38). Mahwah: Lawrence Erlbaum Associates.Google Scholar
  39. Zimmerman, B. J. (2013). Theories of self-regulated learning and academic achievement: An overview and analysis. Self-regulated learning and academic achievement (pp. 10–45). London: Routledge.Google Scholar

Copyright information

© De La Salle University 2019

Authors and Affiliations

  1. 1.Faculty of EducationEast China Normal UniversityShanghaiChina
  2. 2.Department of Educational PsychologyThe Chinese University of Hong KongHong KongChina

Personalised recommendations