2026-05-23T06:30:30Zhttps://keep.lib.asu.edu/oai/requestoai:keep.lib.asu.edu:node-1539062024-12-20T18:25:12Zoai_pmh:alloai_pmh:repo_items153906
https://hdl.handle.net/2286/R.I.34847
http://rightsstatements.org/vocab/InC/1.0/
All Rights Reserved
2015
vii, 149 pages : illustrations
Doctoral Dissertation
Academic theses
Text
eng
McLean, Leigh Ellen
Connor, Carol M.
Lemery, Kathryn
Doane, Leah
Grimm, Kevin
Arizona State University
Partial requirement for: Ph. D., Arizona State University, 2015
Includes bibliographical references (pages 115-126)
Field of study: Psychology
Described is a study investigating the feasibility and predictive value of the Teacher Feedback Coding System, a novel observational measure of teachers’ feedback provided to students in third grade classrooms. This measure assessed individual feedback events across three domains: feedback type, level of specificity and affect of the teacher. Exploratory and confirmatory factor analysis revealed five factors indicating separate types of feedback: positive and negative academic-informative feedback, positive and negative behavioral-informative feedback, and an overall factor representing supportive feedback. Multilevel models revealed direct relations between teachers’ negative academic-informative feedback and students’ spring math achievement, as well as between teachers’ negative behavioral-informative feedback and students’ behavior patterns. Additionally, a fall math-by-feedback interaction was detected in the case of teachers’ positive academic-informative feedback; students who began the year struggling in math benefitted from more of this type of feedback. Finally, teachers’ feedback was investigated as a potential mediator in a previously established relation between teachers’ self-reported depressive symptoms and the observed quality of the classroom environment. Partial mediation was detected in the case of teachers’ positive academic-informative feedback, such that this type of feedback was accountable for a portion of the variance observed in the relation between teachers’ depressive symptoms and the quality of the classroom environment.
Developmental Psychology
Education
Teacher Education
Depression
Early Childhood
Feedback
Mathematics
Observation (Educational method)
Effective teaching
Feedback (Psychology)
Teachers--Psychology.
Mediational effects of feedback style on the relation between teachers' depressive symptoms and classroom quality in 3rd grade