Behavioral Feedback Research Articles

A biophysiological framework exploring factors affecting speech and swallowing in clinical populations: focus on individuals with Down syndrome.

Speech and swallowing are complex sensorimotor behaviors accomplished using shared vocal tract anatomy. Efficient swallowing and accurate speech require a coordinated interplay between multiple streams of sensory feedback and skilled motor behaviors. Due to the shared anatomy, speech and swallowing are often both impacted in individuals with various neurogenic and developmental diseases, disorders, or injuries. In this review paper, we present an integrated biophysiological framework for modeling how sensory and motor changes alter functional oropharyngeal behaviors of speech and swallowing, as well as the potential downstream effects to the related areas of language and literacy. We discuss this framework with specific reference to individuals with Down syndrome (DS). Individuals with DS experience known craniofacial anomalies that impact their oropharyngeal somatosensation and skilled motor output for functional oral-pharyngeal activities such as speech and swallowing. Given the increased risk of dysphagia and "silent" aspiration in individuals with DS, it is likely somatosensory deficits are present as well. The purpose of this paper is to review the functional impact of structural and sensory alterations on skilled orofacial behaviors in DS as well as related skills in language and literacy development. We briefly discuss how the basis of this framework can be used to direct future research studies in swallowing, speech, and language and be applied to other clinical populations.

A randomized controlled clinical trial to improve health outcomes in youth with type 1 diabetes: Study design and baseline characteristics

Most adolescents with T1D do not meet glycemic recommendations or consistently perform the required self-management behaviors to prevent acute- and long-term deleterious health outcomes. In addition, most youth with T1D do not have access to behavioral health services to address T1D management barriers. Thus, delivering behavioral interventions during routine medical appointments may hold promise for improving T1D outcomes in adolescents. The overall objective of this study was to examine the effect of behavioral interventions, either a Personalized T1D Self-Management Behaviors Feedback Report or Problem-Solving Skills, delivered by a T1D behavioral health provider and a T1D medical provider during a joint, fully integrated appointment to improve health outcomes in youth with T1D. This paper describes the study rationale, design, and baseline characteristics for the 109 adolescent-caregiver dyads who participated. Primary and secondary outcomes include hemoglobin A1c (A1C), T1D self-management behaviors, and biological indicators of complications.

Blended Teaching Research and Practice Combining Ideological Political Instruction and Data-Driven Method

In order to alleviate poor course learning effect caused by learning goal confusion and the lack of learning motivation in big data major courses instruction, this paper proposed a blended teaching solution combining ideological political education and data-driven method. Firstly, with the help of smart teaching platform, main instruction process, including pre-class, in-class, after-class and practice, has been restructured and condensed, and teaching materials on ideological and political education towards data science major has also been designed which can enrich in-class interaction and inspire learning interest, and firmly established the professional learning objectives. Secondly, the learning behavior data derived from logs of smart teaching platform is used for analyzing, feedback and early warning, which can help students track their learning status and knowledge mastery, and thus drive them to adjust their learning plans and cultivate active learning habits. Finally, our blended teaching program has been carried out in the course of Principles and Technology of Big Data with 4 teaching classes. The statistics from teaching practice and research show that our solution can greatly improve in-class participation, interest and initiative in learning. Moreover, profiting from learning behavior data analysis and feedback, learning progress can be more accurately mastered, which can supervise students to perform courses learning, and consequently are conducive to the improvement and optimization of the teaching process and significantly improve the quality of course learning.

Feedbackverhalten frühpädagogischer Fachkräfte in mathematischen Spielsituationen – Ergebnisse einer clusteranalytischen Typisierung

ZusammenfassungKinder erhalten in der Kindertagesstätte täglich Feedback, das je nach Feedbackart (z. B. personen-/prozessbezogen) unterschiedlich auf Lernen und Motivation wirken kann. Bislang ist wenig untersucht, ob es (z. B. analog zu Erziehungsstilen) fachkrafttypisches Feedbackverhalten gibt. In dieser Studie wurde das Feedbackverhalten frühpädagogischer Fachkräfte (N = 43) in mathematischen Spielsituationen mit insgesamt 143 Kindern ausgewertet. Clusteranalytisch wurden fünf Fachkrafttypen ermittelt. Diese unterscheiden sich in der Menge und Spezifität des genutzten Feedbacks und darin, inwieweit sich spezifisches Feedback auf das Ergebnis oder den Prozess bezieht. Die Erkenntnisse können sowohl für die Erforschung der Auswirkungen von Feedback als auch im Rahmen von Fortbildungen genutzt werden.

EFFECTS AND ASSOCIATED BEHAVIOUR CHANGE TECHNIQUES OF EHEALTH-BASED INTERVENTIONS ON SODIUM REDUCTION AMONG ADULTS: A SYSTEMATIC REVIEW AND META-ANALYSIS

Objective: To evaluate the effects of eHealth-based interventions on sodium and blood pressure reduction in adults, and identify study characteristics and behaviour change techniques (BCTs) associated with greater sodium reduction effects. Design and method: A systematic review and meta-analysis of randomised controlled trials (RCTs) was conducted in 5 databases including RCTs published from January 2000 to September 2022. The 24-hour urinary sodium (24HUNa, primary outcome of this review), systolic blood pressure (SBP), and diastolic blood pressure (DBP) were meta-analysed using random-effects models. I2 statistic was used to assess heterogeneity among studies, with I2 > 50% considered substantial heterogeneity. Publication bias and robustness of the results were evaluated by the Egger test and sensitivity analysis, respectively. The contents of sodium reduction interventions were mapped to BCT Taxonomy (V1). Subgroup analyses of 24HUNa were performed according to study characteristics, including participants’ health status (hypertension vs. heart failure vs. healthy adults), urinary measurement (24-hour urine vs. spot urine), trial period (1-6 months vs. 7-12 months vs. 13-18 months), intervention mode (individual- vs. group-based), and BCTs. Results: Twenty-eight RCTs (5720 participants, mean age: 54.72 ± 10.80) were included. eHealth-based interventions significantly reduced 24HUNa (mean difference, MD = - 0.34 g/24 hours, 95% CI: - 0.45 to - 0.23; I2 = 49%, equivalent to 0.85 g/salt reduction per day) and SBP (MD = - 2.84 mmHg, 95% CI: - 4.02 to - 1.66; I2 = 35%), but not DBP (MD = - 0.93 mmHg, 95% CI: -1.95 to 0.08; I2 = 56%). No publication bias was detected. The effects on 24UHNa and SBP remained significant in sensitivity analyses. Twenty-nine BCTs were identified and predominantly were goal setting and behaviour feedback. Subgroup analyses showed using BCTs (goal setting, problem solving, feedback on behaviour, self-monitoring of behaviour, instruction on how to perform the behaviour, or demonstration of the behaviour) associated with a large significant reduction in sodium intake. No significant differences were observed for other study characteristics. Conclusions: eHealth-based interventions effectively reduced sodium intake and SBP in adults. The identified useful BCTs for sodium reduction should be tested in future trials.

How do we elicit more user feedback in the social Q&A community? A consideration of the expertise-required question

PurposeThe current study aims to investigate the factors that impact the feedback received on answers to questions in social Q&A communities and whether the expertise-required question influences the role of these factors on the feedback.Design/methodology/approachTo understand the antecedents and consequences that influence the feedback received on answers to online community questions, the elaboration likelihood model (ELM) is applied in this study. The authors use web data crawling methods and a combination of quantitative analyses. The data for this study came from Zhihu; in total, 353,775 responses were obtained to 1,531 questions, ranging from 49 to 23,681 responses per question. Each answer received 0 to 113,892 likes and 0 to 6,250 comments.FindingsThe answers' cognitive and emotional components and the answerer's influence positively affect user feedback behavior. In addition, the expertise-required question moderates the effects of the answer's cognitive component and emotional component on the user feedback, moderating the effects of the answerer's influence on the user approval feedback.Originality/valueThis study builds upon a limited yet growing body of literature on a theme of great relevance to scholars, practitioners and social media users concerning the effects of the connotation of answers (i.e. their cognitive and emotional components) and the answerer's influence on user feedback (i.e. approval and collaborative feedback) in social Q&A communities. The authors further consider the moderating role of the domain expertise required by the question (expertise-required question). The ELM model is applied to explore the relationships between questions, answers and feedback. The findings of this study add a new perspective to the research on user feedback and have implications for the management of social Q&A communities.

How does cultural confidence awaken community citizenship behaviors? The moderating effect of cultural involvement

We state that investigating the impact of residents' cultural confidence on their affections and behaviors is worthy of exploration for heritage destinations. Using 666 residents of Quanzhou, a UNESCO World Heritage site, as examples, we employed the SEM technique to investigate how cultural confidence influences community citizenship behavior. As a consequence, not only residents' cultural confidence is positively associated with their affections (i.e., place identity and psychological ownership), but it is also positively associated with their citizenship behaviors (i.e., community citizenship behavior, including recommendation behavior, helping behavior, and feedback behavior). However, we found that cultural involvement would not enhance the positive effect of cultural confidence on place identity. As such, we argue that this study makes contributions by highlighting the importance of cultural confidence in cultural tourism, revealing the unique role of excessive cultural involvement, and providing valuable insights from the perspective of residents. Furthermore, we believe that, given the current competitive conditions in the tourism industry, providing new insights to better understand the roles of residents' cultural confidence and involvement would be critical to the success of heritage tourism.

A multi-source behavioral and physiological recording system for cognitive assessment

Cognitive assessment has a broad application prospect, including estimate of childhood neuro development and maturation, diagnosis of neurodegenerative diseases, and selection for special profession. With the development of computer technique and behavioral recording sensors, the method of cognitive assessment has been replaced from paper scale test to human–computer interaction. We can not only obtain the results of tasks, but also make it possible to acquire multiple behavioral and physiological data during the task. However, there is still a strong challenge of recording multi-source data synchronously during multi-dimensional cognitive assessments. Therefore, we built a multi-source cognitive assessment system can record multi-pattern behavioral and physiological data and feedback at different spatiotemporal levels. Under this system, we developed a multi-source diagnostic toolset for cognitive assessment, including eye tracking, hand movement, EEG and human–computer interaction data during the cognitive task. 238 participants with different mental disorders were assessed using this system. The results showed that our diagnostic toolset can be used to study the behavioral abnormalities of patients with mental disorders through the characteristics of multi-source data. Furthermore, this system can provide some objective diagnostic criteria such as behavioral characters and EEG features for diagnosis of mental disorders.

The Role of Self-Efficacy, Task Value, and Intrinsic and Extrinsic Motivations in Students' Feedback Engagement in English Learning.

Drawing on Wigfield and Eccles's motivational theory, which is acclaimed for explaining individual behavioral intentions, this study investigated the extent to which different forms of motivation (i.e., self-efficacy, task value, and intrinsic and extrinsic motivations) predicted student behavioral feedback engagement (i.e., action on teacher feedback and feedback seeking) in English learning. The participants were 276 male and female students who were enrolled in a second-year full-time English language and literature program at two Chinese universities. Multiple regression analyses showed that task value emerged as the only motivational variable that significantly predicted both students' action on teacher feedback and feedback seeking. Intrinsic motivation significantly predicted action on teacher feedback, whereas extrinsic motivation and self-efficacy significantly predicted feedback seeking. Pedagogical implications for endeavors to support students in their engagement with feedback in learning English as a foreign language in China are discussed.

Negative Can Be Positive: Signed Graph Neural Networks for Recommendation

Most of the existing GNN-based recommender system models focus on learning users’ personalized preferences from these (explicit/implicit) positive feedback to achieve personalized recommendations. However, in the real-world recommender system, the users’ feedback behavior also includes negative feedback behavior (e.g., click dislike button), which also reflects users’ personalized preferences. How to utilize negative feedback is a challenging research problem. In this paper, we first qualitatively and quantitatively analyze the three kinds of negative feedback that widely existed in real-world recommender systems and investigate the role of negative feedback in recommender systems. We found that it is different from what we expected — not all negative items are ranked low, and some negative items are even ranked high in the overall items. Then, we propose a novel Signed Graph Neural Network Recommendation model (SiGRec) to encode the users’ negative feedback behavior. Our SiGRec can learn positive and negative embeddings of users and items via positive and negative graph neural network encoders, respectively. Besides, we also define a new Sign Cosine (SiC) loss function to adaptively mine the information of negative feedback for different types of negative feedback. Extensive experiments on four datasets demonstrate the proposed model outperforms several existing models. Specifically, on the Zhihu dataset, SiGRec outperforms the unsigned GNN model (i.e., LightGCN), 27.58% 29.81%, and 31.21% in P@20, R@20, and nDCG@20, respectively. We hope our work can open the door to further exploring the negative feedback in recommendations.

How peer feedback affects knowledge contribution in online innovation communities: a social identity perspective

PurposeThe research aims to explore the influence mechanism of peer feedback and users' knowledge contribution behavior. This study draws on the social identity theory and considers social identity as a mediating factor into the research framework.Design/methodology/approachThis paper collected users' activity data of 142,191 ideas submitted by 76,647 users from the MIUI community between October 2010 and May 2018 via Python software, and data were processed using Stata 16.0.FindingsThe results indicate that knowledge feedback and social feedback positively influence users' knowledge contribution (quantity and quality), respectively. User's cognitive identity positively mediates the relationship between peer feedback and knowledge contribution behavior, affective identity positively mediates the relationship between peer feedback and knowledge contribution behavior, while evaluative identity positively mediates the relationship between peer feedback and knowledge contribution quality, but there is no mediating effect between peer feedback and knowledge contribution quantity.Originality/valueThis study advances knowledge management by highlighting peer feedback on online innovation communities. By demonstrating the significant mediating effect of social identity, this study empirically clarifies the relationships of peer feedback (knowledge feedback and social feedback) to specific dimensions of knowledge contribution, thereby providing managerial guidance to the online innovation community on incentivizing and managing user interaction to foster the innovation development of firms.

Undergraduate Students' Profiles of Cognitive Load in Augmented Reality-Assisted Science Learning and Their Relation to Science Learning Self-efficacy and Behavior Patterns.

Research evidence indicated that a specific type of augmented reality-assisted (AR-assisted) science learning design or support might not suit or be effective for all students because students' cognitive load might differ according to their experiences and individual characteristics. Thus, this study aimed to identify undergraduate students' profiles of cognitive load in AR-assisted science learning and to examine the role of their distinct profiles in self-efficacy together with associated behavior patterns in science learning. After ensuring the validity and reliability of each measure, a latent profile analysis confirmed that 365 Chinese undergraduates carried diverse dimensions of cognitive load simultaneously. The latent profile analysis findings revealed four fundamental profiles: Low Engagement, Immersive, Dabbling, and Organized, characterized as carrying various respective cognitive loads. The multivariate analysis of variance findings revealed different levels of the six AR science learning self-efficacy dimensions across profiles. Low Engagement students displayed the lowest self-efficacy among all dimensions. Organized students recorded better conceptual understanding and higher-order cognitive skills than Dabbling ones. Students with the Immersive profile had the highest science learning self-efficacy. The lag sequential analysis results showed significant differences in behavior patterns among profiles. Among them, profiles with social interaction, test, and reviewing feedback behavior had a significantly higher score for self-efficacy than those patterns mainly based on test learning and resource visits. This finding provides a unified consideration of students' diverse profiles and can inform interventions for effective design of AR-assisted science learning to match appropriate strategies to facilitate the science learning effect.

코칭리더십이 조직 구성원의 심리적 안전감과 혁신행동에 미치는 영향에 관한 연구

To secure competitiveness by responding to the rapidly changing environment, innovative behavior of employees, the core agents of organizational innovation and performance creation, became more important than ever. In this study, coaching leadership as an effective leadership strategy and psychological safety as an emotional and psychological factor were noted for facilitating employees' innovative behavior. This study verified the effect of each sub-variable of coaching leadership on employees’ psychological safety and innovative behavior.
 As a result of this empirical analysis following the survey conducted on 358 employees, it was identified that the direction and relationship of coaching leadership showed a significant effect on the employees’ innovative behavior but development and feedback didn’t have a significant effect. The sub-variables of coaching leadership had positive effects on employees’ psychological safety in the order of relationship, feedback, development, and direction. Psychological safety had a positive effect on innovative behavior. There was a significant mediating effect of psychological safety between direction and relationship of coaching leadership and innovation behavior.
 This study identified the theoretical model by expanding the simple causal relationship study on the effect on employee’s innovative behavior from the two perspectives of coaching leadership by sub-factors and psychological safety. This study is meaningful, first in that the result highlighted the importance of coaching leadership execution and perceived psychological safety to improve corporate competitiveness. Secondly, this study provides theoretical and practical in-depth implications to enhance effectiveness of coaching leadership by identifying its detailed operating mechanism to facilitate innovative behavior, eventually reinforcing corporate competitiveness to create perfomance, to improve human resource quality, and to conduct innovation strategy. Based on this research findings, the limitations and future research directions were discussed.

Understanding Customer Participation Dynamics: The Case of the Subscription Box

Although subscription boxes are incredibly popular, box companies often miss out on the benefits of a subscription model. Customers routinely skip boxes, and even when they do not, they often return products from each box. Hoping to avoid these returns, box companies ask customers to preview upcoming boxes, evaluate delivered boxes, and justify skipped boxes. The authors are interested in how such extensive customer participation can discourage skipping or, even better, encourage spending. An analysis of 30,000 apparel box customers’ repeated preview, feedback, and purchase behavior reveals that, in addition to whether customers participate, the way in which and when they participate matter, and often in counterproductive ways. Specifically, customer participation with the delivered box drives future purchases, whereas participation before and after the delivered box appears to decrease box opt-in and spending. Further, the double-edged nature of customer participation, especially when such participation involves emotionality, has long-lasting effects, indicating the important role of customer participation dynamics in shaping purchase behavior.

Preceptor Training: Evaluation of an On-line Educational Module to Improve Preceptor Feedback

Purpose: Effective feedback delivery is critical to behavior modification and skill improvement in novice learners and athletic training programs often use annual training to teach preceptors to develop feedback skills. The purpose of this research project was to evaluate the effectiveness of an on-line asynchronous educational module for improving feedback delivery. Method: We used a single cohort, repeated measures design (pre, post, post-post) and an eAuthoring tool (Softchalk©) and online assessments (Qualtrics® Provo, UT) to evaluate the educational module. Preceptors (n=351) from 17 post-baccalaureate programs began the study; 48 completed all 3 assessments. We delivered a content validated lesson and assessments using various learning theories including video demonstrations with paired reflections. The desired outcome was to enhance the knowledge of effective feedback characteristics to be used in practice. The pre-test assessed self-reported feedback behaviors on a Likert Scale and knowledge (score=25). The immediate post-test reassessed feedback knowledge. At least 8 weeks following completion of the module, participants were asked to reassess feedback delivery behaviors. Throughout the process, participants provided a definition of “effective feedback” scored on 7 key criteria for effective feedback delivery. Descriptive statistics and paired t-tests were used to analyze the data and significance was set at Pa-priori. Results: Significant improvements (P-3.298 P=.001, Cohen’s d=.889). There were no other significant differences between pre-test and follow-up behaviors (P>.05), as participants generally agreed they performed effective feedback behaviors (mode=4) at both time points. Conclusions: Behaviors regarding effective feedback were not changed over the long-term, which may have been a result of the method of performance feedback. Preceptor training is both a requirement and a need in effective athletic training clinical education. Future research should aim to identify mechanisms to improve preceptor feedback and confirm preceptor perceptions through student evaluations.

사용 목적에 따른 서비스 로봇 인터랙션 디자인 사례 연구

Recently, the development of service robots that can assist or replace human work is accelerating by utilizing technological advances such as artificial intelligence and autonomous driving. Through this, the size of the global service robot market is increasing, and it is expected that the contact point between humans and robots will increase in real life according to these changes. Therefore, research on human-robot interaction (HRI) for smooth communication is a meaningful research topic. This study examined various interaction cases of foreign and domestic service robots. The human-likeness of the robot was derived as an evaluation factor, and the service robot was classified into functional and relational types according to the role of the robot, and it was analyzed by comparing the utilization of interaction feedback. As a result, relational service robots have higher utilization of interaction feedback in visual appearance, touch, movement, interaction behavior, and non-verbal communication than functional service robots. In the case of sound interaction, it was highly utilized regardless of relationship type and functional type, and the interaction between verbal communication and social behavior was highly utilized for functional service robots. Through this study, it is expected that a meaningful direction can be presented by helping to supplement and improve the interaction of many service robots to be developed in the future.

Consequences of Multigenerational Services Adoption Behavior: Global Client Engagement

This study uses adoption and usage data on the client and firm–client interactions across four technology generations of new-age products/services from 13 developed and emerging markets over an eight-year period to describe how multigenerational service (MGS) adoption behavior influences direct (purchases) and indirect (references and feedback) global client engagement and whether this relationship is moderated by product/service failures and cultural factors. The authors propose metrics to measure the number of generations adopted (MGD), the number of products and features within a generation (MGFs), and the adoption time between generations (MGT). They find that client usage revenue (CUR) is enhanced by greater MGD and higher MGFs combined with lower MGT. However, CUR varies by differences in the needs of clients' own customers, failures, and culture. Greater direct engagement affects reference and feedback behavior, moderated by cultural differences in individualism, power distance, and masculinity. For a typical client in the United States and Canada, a one-unit improvement in MGD and MGFs and a one-year improvement in MGT enhance CUR by $8,150, $5,200, and $2,310 per client, respectively, versus a corresponding enhancement of $4,820, $3,640, and $1,620, respectively, per client in Colombia and Mexico. These findings provide several implications for executives who manage multigenerational innovations across countries regarding client engagement, launching MGS, market entry, and failure recovery.

Narrative-Based Visual Feedback to Encourage Sustained Physical Activity

Stories are a core way human beings make meaning and sense of the world and our lived experiences, including our behaviors, desires, and goals. Narrative structures, both visual and textual, help us understand and act on information, while also evoking strong emotions. Focusing on the health context, this research examines the effectiveness of narrative-based feedback in motivating physical activity behaviors and underlying attitudes over longitudinal periods. After collecting two weeks of baseline physical activity levels, N=39 participants installed our smartphone application, WhoIsZuki. The WhoIsZuki app supports goal setting and semi-automated activity tracking, and it provides an ambient display that visually encodes these tracked activities as well as progress toward goals. Half of participants received a version of the interface that supplied behavioral feedback in the form of a multi-chapter episodic narrative, while the other half received a control condition version that provided an aesthetically-similar visualization but without any characterization, episodic structure, dramatic effect, or other narrative elements. After interacting with these versions for four months, our analysis showed that participants receiving the multi-chapter narrative feedback performed more physical activity, achieved more goals, experienced more positive psychological shifts, and overall engaged more meaningfully with the digital intervention.

Cross-Tailoring Integrative Alcohol and Risky Sexual Behavior Feedback for College Students: Protocol for a Hybrid Type 1 Effectiveness-Implementation Trial.

Underage drinking and related risky sexual behavior (RSB) are major public health concerns on United States college campuses. Although technology-delivered personalized feedback interventions are considered a best practice for individual-level campus alcohol prevention, there is room for improving the effectiveness of this approach with regard to alcohol-related RSB. The aims of the present study are to (1) evaluate the impact of a brief, personalized feedback intervention (PFI) that integrates content on alcohol use and RSB and is adapted to include a novel cross-tailored, dynamic feedback (CDF) component for at-risk first-year college students and (2) identify implementation factors critical to the CDF's success to facilitate future scale-up in campus settings. This study utilizes a hybrid type 1 effectiveness-implementation design and will be conducted in three phases. Phase 1 is a stakeholder-engaged PFI+CDF adaptation guided by focus groups and usability testing. In Phase 2, 600 first-year college students who drink and are sexually active will be recruited from two sites (n=300 per site) to participate in a 4-group randomized controlled trial to examine the effectiveness of PFI+CDF in reducing alcohol-related RSB. Eligible participants will complete a baseline survey during the first week of the semester and follow-up surveys at 1, 2, 3, 6, and 13 months postbaseline. Phase 3 is a qualitative evaluation with stakeholders to better understand relevant implementation factors. Recruitment and enrollment for Phase 1 began in January of 2022. Recruitment for Phases 2 and 3 is planned for the summer of 2023 and 2024, respectively. Upon collection of data, the effectiveness of PFI+CDF will be examined, and factors critical to implementation will be evaluated. This hybrid type 1 trial is designed to impact the field by testing an innovative adaptation that extends evidence-based alcohol programs to reduce alcohol-related RSB and providing insights related to implementation to bridge the gap between research and practice at the university level. ClinicalTrials.gov NCT05011903; https://clinicaltrials.gov/ct2/show/NCT05011903.

The relationship of classmates-perceived teacher feedback and the social acceptance of second, third and fourth graders

ABSTRACT In the past, some field studies have shown that in addition to student characteristics teacher feedback can influence the social acceptance of students. However, research gaps still exist: for example, most field studies use ratings by adult observers to measure feedback, even though following social referencing theory how students perceive feedback is more relevant. Furthermore, most field studies have not investigated whether the impact of teacher feedback on social acceptance is moderated by student development. The present study addresses two research questions: 1. Is classmates-perceived teacher feedback related with the social acceptance of students? 2. Does the relationship between teacher feedback and social acceptance increase according to the development of elementary-aged students? A cross-sectional survey was performed with n = 960 students from n = 16 second, n = 16 third and n = 16 fourth grade classes at n = 13 schools in Germany. The results of the multi-level analysis confirm the first hypothesis. By statistically controlling for gender and challenging behaviour, positive or negative teacher feedback clarified 3% (negative feedback) and 11-12% (positive feedback) more variance. With regard to research question 2, the relationship between positive teacher feedback and social acceptance increased according to the grade level.