Abstract
ABSTRACT This research aims to validate the Portuguese version of the Teacher Feedback Scale (TFS) in a sample of 628 children from third and fourth grade. Teacher feedback is a crucial factor in child development, with an impact in students’ motivation and learning. It provides daily cognitive and emotional information about children’s academic performance and their abilities as learners. The results of exploratory factor analysis (EFA) and subsequent confirmatory factor analysis (CFA) indicated that the TFS consists of five subscales: praise, ability-effort in reading, ability-effort in math, general negative feedback and specific negative feedback. The measure shows that good reliability estimates and factor loadings were invariant across gender. Evidence of predictive validity is presented through gender differences and associations of feedback with children's competence perceptions. The potential of the measure in educational settings and research is discussed.
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