Abstract
This study proposed and validated a mediation model based on the nearest developmental zone and mediation concepts of sociocultural theory to explore the mediating role of emotional intelligence and ethnic categories between teacher-student relationships and feedback literacy among high school students in Tibetan areas of China. A questionnaire survey was administered to 422 Tibetan high school students (including 136 Han Chinese students and 286 Tibetan students) using the Feedback Literacy Scale, the Teacher-Student Relationship Scale, and the Emotional Intelligence Scale. The results showed that teacher-student relationships of high school students in Tibetan areas significantly and positively predicted their feedback literacy. The result of the mediation model analysis indicated that the emotional intelligence of high school students in Tibetan areas partially mediated the effect between teacher-student relationships and feedback literacy. In addition, the moderated mediation model analysis indicated that the teacher-student relationship had a stronger effect on feedback literacy through emotional intelligence for Han Chinese high school students than for Tibetan high school students. The present findings not only enrich our understanding of the mechanisms underlying the influence of teacher-student relationships and feedback literacy, but also reveal the differential role played by ethnic categories. The study also provides a discussion of the results, corresponding recommendations, and directions for future research.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Data Availability
The datasets generated and analyzed during the current study are available from the corresponding author on reasonable request.
References
Balluerka, N., Gorostiaga, A., Alonso-Arbiol, I., & Aritzeta, A. (2016). Peer attachment and class emotional intelligence as predictors of adolescents’ psychological well-being: A multilevel approach. Journal of Adolescence, 53, 1–9. https://doi.org/10.1016/j.adolescence.2016.08.009
Bruney, G. (2012). The teacher-student relationship: The importance of developing trust and fostering emotional intelligence in the classroom. Graduate Dissertation. https://hdl.handle.net/1807/35096
Carless, D. (2020). Longitudinal perspectives on students’ experiences of feedback: A need for teacher–student partnerships. Higher Education Research Development. https://doi.org/10.1080/07294360.2019.1684455
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395–407. https://doi.org/10.1080/03075071003642449
Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education, 46(1), 92–104. https://doi.org/10.1080/02602938.2020.1730765
Chu, X.Y. (2006). Experimental Research in Influence of Different Climates on Junior High School Students’ Learning Interests of Physical Education and Relationship between Students and Teachers. Graduate Dissertation (in Chinese).
Cole, D. (2008). Constructive criticism: The role of student-faculty interactions on african american and hispanic students’ educational gains. Journal of College Student Development, 49(6), 587–605. https://doi.org/10.1080/02602938.2018.1463354
Dewi, Z. L., Halim, M. S., & Derksen, J. (2017). Emotional intelligence competences of three different ethnic groups in Indonesia. Asian Ethnicity. https://doi.org/10.1080/14631369.2017.1310615
Esterhazy, R., Lange, T. D., & Damşa, C. (2021). Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2021.1980768
Everett, B. G., Limburg, A., Charlton, B. M., Downing, J. M., & Matthews, P. A. (2021). Sexual identity and birth outcomes: A focus on the moderating role of race-ethnicity. Journal of Health and Social Behavior, 62(2), 183–201. https://doi.org/10.1177/0022146521997811
Forsythe, A., & Johnson, S. (2016). Thanks, but no-thanks for the feedback. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2016.1202190
Frymier, A. B., & Houser, M. L. (2000). The teacher-student relationship as an interpersonal relationship. Communication Education, 49(3), 207–219. https://doi.org/10.1080/03634520009379209
Ge, R. L. M. (2006). A study on the correlation between school adjustment and teacher-student relationship of students in poor ethnic areas - A case study of Diqing Prefecture. Graduate Dissertation (in Chinese).
Gravett, K., Kinchin, I., Winstone, N., Balloo, K., Heron, M., Hosein, A., Lygo-Baker, S., & Medland, E. (2020). The development of academics’ feedback literacy: Experiences of learning from critical feedback via scholarly peer review. Assessment & Evaluation in Higher Education, 45(5), 651–665.
Hasankiadeh, F. K., & Noughabi, M. A. (2022). Investigating the Interplay Among EFL Teachers’ L2 Grit, Self-efficacy, and Self-regulation: A Structural Equation Modeling Analysis. Asia-Pacific Edu Res. https://doi.org/10.1007/s40299-022-00688-9
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Henderson, P., Ferguson-Smith, A. C., & Johnson, M. H. (2005). Developing essential professional skills: a frameworkfor teaching and learn ing about feedback. BMC Medical Education. https://doi.org/10.1186/1472-6920-5-11
Hoo, H. T., Deneen, C., & Boud, D. (2022). Developing student feedback literacy through self and peer assessment interventions. Assessment & Evaluation inHigher Education, 47(3), 444–457. https://doi.org/10.1080/02602938.2021.1925871
Hu, H. X., & Wang, Z. J. (2021). Investigation and Research on“Weak in Science”in Middle Schools of Tibet and Key Tibet-related Provinces. Journal of Research on Education for Ethnic Minorities, 4, 110–120.
Karamanos, A., Stewart, K., Harding, S., Kelly, Y., & Lacey, R. E. (2022). Adverse childhood experiences and adolescent drug use in the UK: The moderating role of socioeconomic position and ethnicity. Population Health, 19, 101142. https://doi.org/10.1016/j.ssmph.2022.101142
Ketonen, L., Nieminen, P., & Hähkiöniemi, M. (2020). The development of secondary students’ feedback literacy: Peer assessment as an intervention. The Journal of Educational Research, 113(6), 407–417. https://doi.org/10.1080/00220671.2020.1835794
Kluger, A., & Denisi, A. (1996). The effects of feedback interventions on performance: A histor;ical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254
Lee, G., & Schallert, D. L. (2008). Meeting in the margins: Effects of the teacher–student relationship on revision processes of efl college students taking a composition course. Journal of Second Language Writing, 17(3), 165–182. https://doi.org/10.1016/j.jslw.2007.11.002
Li, F. F., & Han, Y. (2021). Student feedback literacy in L2 disciplinary writing:Insights from international graduate students at a UK university. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2021.1908957
Malecka, B., Boud, D., Tai, J., & Ajjawi, R. (2022). Navigating feedback practices across learning contexts: Implications for feedback literacy. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2041544
Mayer, J. D., Salovey, P., & Caruso, D. R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63(6), 503–517. https://doi.org/10.1037/0003-066X.63.6.503
Min, M. C., Islam, M. N., Wang, L., & Takai, J. (2018). Cross-cultural comparison of university students’ emotional competence in Asia. Current Psychology, 40, 200–212. https://doi.org/10.1007/s12144-018-9918-3
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning centered framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527–540. https://doi.org/10.1080/02602938.2019.1667955
Naseer, S., & Mussarat, R. (2022). Personality Traits and Academic Achievements of Undergraduate Students: The Mediating Role of Emotional Intelligence. Pakistan Journal of Psychological Research, 37(1), 135–148. https://doi.org/10.33824/PJPR.2022.37.1.09
Nguyen, M., & Le, K. (2022). Racial/ethnic match and student–teacher relationships. Bulletin of Economic Research. https://doi.org/10.1111/boer.12362
Noble, C., Billett, S., Armit, L., Collier, L., & Molloy, E. (2020). “It’s yours to take”: Generating learner feedback literacy in the workplace. Advances in Health Sciences Education, 25(1), 55–74. https://doi.org/10.1007/s10459-019-09905-5
Redding, C. (2019). A teacher like me: A review of the effect of student-teacher racial/ethnic matching on teacher perceptions of students and student academic and behavioral outcomes. Review of Educational Research, 89(4), 499–535. https://doi.org/10.3102/0034654319853545
Rosseel, Y. (2020). Small sample solutions for structural equation modeling. In R. van de Schoot & M. Miocević (Eds.), Small sample size solutions: A guide for applied researchers and practitioners. Routledge.
Rovagnati, V., Pitt, E., & Winstone, N. (2022). Feedback cultures, histories and literacies: International postgraduate students’ experiences. Assessment & Evaluation in Higher Education, 47(3), 347–359. https://doi.org/10.1080/02602938.2021.1916431
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Song, B. K. (2022). Bifactor modelling of the psychological constructs of learner feedback literacy: Conceptions of feedback, feedback trust and self-efficacy. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2042187
Storch, N. (2018). Written corrective feedback from sociocultural theoretical perspectives: A research agenda. Language Teaching, 51(2), 262–277. https://doi.org/10.1017/S0261444818000034
Szcześniak, M., & Tułecka, M. (2020). Family functioning and life satisfaction: The mediatory role of emotional intelligence. Psychology Research and Behavior Management, 13, 223–232. https://doi.org/10.2147/PRBM.S240898
Thijs, J., Westhof, S., & Koomen, H. (2012). Ethnic incongruence and the student–teacher relationship: The perspective of ethnic majority teachers. Journal of School Psychology, 50(2), 257–273. https://doi.org/10.1016/j.jsp.2011.09.004
Varga, M. (2017). The Effect of Teacher Student Relationships on the Academic Engagement of Students. Graduate Dissertation . http://hdl.handle.net/11603/3893
Wang, C. K., & He, Z. W. (2002). The relationship between parental rearing styles with general self-efficacy and emotional intelligence in middle school students. Chinese Mental Health Journal, 11(781–782), 785. (in Chinese).
Wang, J., Hu, S., & Wang, L. (2018). Multilevel analysis of personality, family, and classroom influences on emotional and behavioral problems among Chinese adolescent students. PLoS ONE, 13(8), e0201442. https://doi.org/10.1371/journal.pone.0201442
Wang, X., Wang, L., Zhang, J., & Wang, J. (2022). A multilevel analysis on the evaluation and promotion of emotional intelligence among Chinese school adolescents. Youth & Society, 54(3), 481–500. https://doi.org/10.1177/0044118X20982316
Zhan, Y. (2021). Developing and validating a student feedback literacy scale. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2021.2001430
Zhang, J, Xie, L. D., Ju, X. M., & Lv, T. F.(2013). A Research into the Teacher-student Relationship in Ethnic Minority Areas in Yunnan Province. Contemporary Education and Culture 5(02):100-105 (in Chinese).
Zhou, H., & Long, L. (2004). Statistical remedies for common method biases. Advances in Psychological Science, 12(6), 942–950. (in Chinese).
Acknowledgements
The authors thank all participants in this study, and many thanks to Prof. Robert A. Cheke from UK for improving the language.
Funding
This study is supported by the National Natural Science Foundation of China (NSFC: 12031010). National Natural Science Foundation of China, NSFC: 12031010, Sanyi Tang
Author information
Authors and Affiliations
Contributions
HC drafted the manuscript. ST served as the research advisor. ST and SZ contributed significantly to the conception, the data analysis, and manuscript revision. JX and RD collected the data and worked as writer’s assistant. All authors contributed to the article and approved the submitted version.
Corresponding author
Ethics declarations
Conflict of interest
No potential conflict of interest was reported by the authors.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Chen, H., Zhang, S., Xu, J. et al. Effect of the Teacher-student Relationships on Feedback Literacy of High School Students in Tibetan areas of China: Mediating Effect of Emotional Intelligence and Moderating Effect of Ethnicity Category. Asia-Pacific Edu Res 33, 419–429 (2024). https://doi.org/10.1007/s40299-023-00739-9
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40299-023-00739-9