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- Title
Student perceptions of teacher feedback quality in homework: Individual and class‐level factors.
- Authors
Xu, Jianzhong
- Abstract
This study aimed to examine multilevel models posited to predict student perceptions of teacher feedback quality. A cross‐sectional survey design was used, involving 1072 middle school students. We incorporated two clusters of variables: (a) student characteristics (gender, prior knowledge, parent education, homework expectancy, homework value, homework cost, and help seeking) and (b) the characteristics of the classroom context (perceived homework quality, autonomy support, and teacher monitoring). Perceived feedback quality was positively related to perceived autonomy support and homework quality at the individual and class levels. Meanwhile, perceived feedback quality was positively related to homework expectancy, homework value, and help seeking at the individual level. Practitioner points: At the student level, homework expectancy, value, help seeking, homework quality, and autonomy support predicted student‐perceived feedback quality.At the class level, homework quality and autonomy support predicted student‐perceived feedback quality.It would be desirable to place more emphasis on homework quality and autonomy support.
- Subjects
PSYCHOLOGY of students; PARENTING education; HOMEWORK; EXPECTANCY-value theory; HELP-seeking behavior; PSYCHOLOGICAL feedback; MIDDLE school students; PARENT-child relationships; FLIPPED classrooms
- Publication
Psychology in the Schools, 2024, Vol 61, Issue 7, p3026
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.23203