교사의 특성과 피드백이 초등학생의 정의적, 인지적 성취에 미치는 영향1)

Abstract

The purpose of this study is to investigate the relationship between the feedback effect on student’s affective and cognitive achievement and the feedback practices of teacher in elementary classroom based on multi-level SEM analyses using GEPS 1st Data. In the first level (student), we examined whether the student’s perceived feedback affects affective and cognitive achievement such as self-efficacy, student engagement, attitude towards homework and academic achievement. In the second level (teacher), we divided the feedback into two types (verification and elaboration) and investigated teacher characteristics on feedback practices. Also we analyzed mediation effect of student’s perceived feedback in the influence of teacher’s feedback practices to academic achievement. The main results of this study are as follows. First, value of homework and satisfaction teacher feel at the school influenced on verification feedback positively. Teacher autonomy had negative effect on verification feedback. Elaboration feedback was affected positively by teacher efficacy and value of homework. Second, teacher’s feedback practices is related to perceived feedback of students. However, academic achievement dose not appear to be directly affected by teacher’s feedback. Third, student’s perceived feedback had the direct effect on self-efficacy, student engagement and attitude towards homework and the indirect effect on academic achievement through those affective achievement. Finally, implications of the study and recommendations for future research were discussed.