Abstract
This study investigated grade-level differences in teacher feedback, students’ self-regulated learning (SRL), and their relationship. Secondary students participated in the study (N = 1,260; 430 10th-, 460 11th-, and 370 12th-graders). Latent factor mean difference analyses suggested that teacher feedback and students’ SRL level varied across grades. Comparatively, 10th-grade teachers were perceived to provide verification feedback, scaffolding feedback, and praise most frequently; 12th-grade teachers were perceived to provide directive feedback and criticism most frequently; and 11th-grade teachers were perceived to provide all types of feedback least frequently. Students’ SRL generally declined as they aged. Results from three-group structural equation modeling indicated that praise generally exhibited the strongest correlations with SRL regardless of grade level; directive feedback was negatively correlated with 10th graders’ SRL but positively correlated with the SRL of 11th and 12th graders; scaffolding and verification feedback were positively correlated with 11th graders’ SRL; and criticism had small correlations with SRL, regardless of grade level.
Highlights
Self-regulated learning (SRL) is a significant research area in education, and it has garnered attention from educational researchers, educational administrators, and classroom teachers (Lau and Ho, 2016)
Since the present study explored the functions of teacher feedback on students’ SRL, this study adopted Guo’s (2017) framework because it was constructed based on the main functions of teacher feedback in student learning and is appropriate for this study
Three-group confirmatory factor analyses (CFAs) were conducted for feedback and SRL measures to examine whether the factor structure of feedback and SRL were valid for 10th, 11th, and 12th-grade students
Summary
Self-regulated learning (SRL) is a significant research area in education, and it has garnered attention from educational researchers, educational administrators, and classroom teachers (Lau and Ho, 2016). SRL is defined as learners proactively taking control of their thoughts, feelings, and behaviors to achieve learning goals (Schunk and Zimmerman, 2010). SRL comprises cognitive strategies, metacognitive strategies, and motivation (Pintrich et al, 1991). Facilitating students’ self-regulation should be a main educational objective for schools. As suggested by social cognitive theory, teacher feedback plays a vital role in promoting students’ SRL (Hattie and Timperley, 2007; Pereira et al, 2016; Graham, 2018). Teacher feedback refers to the information provided by the teacher concerning aspects of students’ understanding and performance in learning
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