Abstract
Teacher feedback has been acknowledged as an important facilitator for students’ learning performance. However, teachers’ feedback efforts are not always found to pay off, especially in the context of Confucian-heritage countries. Scholars are seeking answers from student agencies during feedback-taking. The current study aimed to examine the role of students’ perspective-taking in passing over the effect of teacher feedback on students’ reading test performance. We set the study in Hong Kong, where teacher feedback has often been reported to fail its aims. We used OECD Programme for International Student Assessment (PISA) 2018 data generated by 5665 15-year-old students. The results of multilevel structural equation modeling confirmed our hypothesis that perspective-taking significantly mediated the relation between teacher feedback and students’ reading achievement. Our results highlight the benefits of accounting for perspective-taking as a key element of student feedback literacy. Implications for future research and practice are discussed.
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Data availability
The data that support the findings of this study are openly available in OECD PISA 2018 dataset at https://www.oecd.org/pisa/data/2018database/.
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The work was supported by The Program for Professor of Special Appointment (Eastern Scholar) at Shanghai Institutions of Higher Learning (code: TP2018068) given to the first author.
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Yuyang Cai: conceptualization, investigation, methodology, project administration, writing—original draft, funding acquisition, and supervision. Qianwen Ge: writing—original draft and reviewing and editing. Yan Yang: reviewing and editing.
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Yuyang Cai. Centre for Language Education and Assessment Research (CLEAR) & School of Languages, Shanghai University of International Business and Economics, Shanghai, China. E-mail: sailor_cai@hotmail.com
Current themes of research
language assessment; educational psychology; large-scale international educational assessment; psychometrics; educational statistics; educational data mining
Most relevant publications in the field of Psychology of Education:
Cai, Y., King, R., & McInerney, D. M. (2022). The concurrent trajectories of utility value, metacognitive strategy use, and English achievement: A multivariate growth modeling analysis. The Journal of experimental Education, 1–22. https://doi.org/10.1080/00220973.2022.2053496
Cai, Y., Yang, M., & Yao, J. (2022). More is not always better: The nonlinear relationship between formative assessment strategies and reading achievement. Assessment in Education: Principles, Policy & Practice, 29(6), 711–728. https://doi.org/10.1080/0969594X.2022.2158304
Bernardo, A. B. I.,*Cai, Y., & King, R. B. (2021). Society-level social axiom moderates the association between growth mindset and achievement across cultures. British Journal of Educational Psychology, 91(4), 1116–1184. https://doi.org/10.1111/bjep.12411
King, R. B., *Cai, Y., & Du, H. (2021). Societal‐level utility value strengthens the relationship between student‐level utility value and achievement: A person‐ culture fit perspective. British Journal of Educational Psychology, 91(1), 328–346. https://doi.org/10.1111/bjep.12354
Nalipay, M. J. N., King, R. B., & *Cai, Y. (2020). Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence, 78, 67–72. https://doi.org/10.1016/j.adolescence.2019.12.009
Yeung, S. S. S., King, R. B., Nalipay, M. J. N., & *Cai, Y. (2022). Exploring the interplay between socioeconomic status and reading achievement: An expectancy-value perspective. British Journal of Educational Psychology, 92(3), 1196–1214. https://doi.org/10.1111/bjep.12495
Cai, Y., King, R., Wu, W., & McInerney, D. M. (2019). Which comes first? Modeling the relationships among intrinsic-extrinsic goals, metacognitive strategies and English achievement using multilevel cross-lagged structural equation modeling. Learning and Individual Differences, 74, 101750. https://doi.org/10.1016/j.lindif.2019.06.004
Qianwen Ge. School of Languages, Shanghai University of International Business and Economics, 1900 Wenxiang Road, Songjiang District, Shanghai, China. E-mail: qianwen_ge@foxmail.com
Current themes of research
language education and assessment
Most relevant publications in the field of Psychology of Education:
Cai, Y., Yang, Y., Ge, Q., & Weng, H. (2022). The interplay between teacher empathy, students’ sense of school belonging, and learning achievement. European Journal of Psychology of Education, 1–17. https://doi.org/10.1007/s10212-022-00637-6
Yan Yang. School of Languages, Shanghai University of International Business and Economics, Shanghai, China. E-mail: yangyan_alexyang@163.com
Current themes of research
language education and assessment
Most relevant publications in the field of Psychology of Education:
Cai, Y., & Yang, Y. (2022). The fluid relation between reading strategies and mathematics learning: A perspective of the Island Ridge Curve. Learning and Individual Differences, 98, 102180. https://doi.org/10.1016/j.lindif.2022.102180
Cai, Y., Yang, Y., Ge, Q., & Weng, H. (2022). The interplay between teacher empathy, students’ sense of school belonging, and learning achievement. European Journal of Psychology of Education, 1–17. https://doi.org/10.1007/s10212-022-00637-6
Cai, Y., & Yang, Y. (2023). The development and validation of the scale of design thinking for teaching (SDTT). Thinking Skills and Creativity, 48, 101255. https://doi.org/10.1016/j.tsc.2023.101255
Xiao, Y., Cai, Y., Ge, Q., & Yang, Y. (2022). The Potential of Using Formative Assessment to Enhance Academic Achievement in the Confucian-Heritage Culture: A Comparison between Hong Kong and Shanghai. The Asia-Pacific Education Researcher, 1–10. https://doi.org/10.1007/s40299-022-00702-0
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Cai, Y., Ge, Q. & Yang, Y. The role of perspective-taking in mediating the relationship between teacher feedback and reading achievement. Eur J Psychol Educ 39, 411–430 (2024). https://doi.org/10.1007/s10212-023-00692-7
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DOI: https://doi.org/10.1007/s10212-023-00692-7