An integrated measure of student perceptions of feedback, engagement and school identification

Carvalho, Carolina; Conboy, Joseph; Santos, João; Fonseca, Jesuína; Tavares, David; Martins, Dulce; Salema, Maria Helena; Fiuza, Edite; Gama, Ana Paula

http://hdl.handle.net/10400.21/6367

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Abstract(s)

Teacher feedback influences student learning, identity construction and trajectories. This study tests the measurement properties of a questionnaire designed to assess (a) student perceptions about teacher feedback; (b) student identification with school, and; (c) student engagement. 1089 students in grades 6 through 10 (mean age 13.4) participated in the study. Factor analyses yield dimensions of School Identification, Effective Feedback, Person-Centered Feedback, Engagement, and Social Acceptance. Internal consistency for principal dimensions varied between .77 and .89. The instrument is suitable for assessing student school identification, behavioral engagement, and perceptions of teacher feedback.

Keywords

Sociology Teacher feedback School identification School engagement School trajectories

URI

http://hdl.handle.net/10400.21/6367

Citation

Carvalho C, Conboy J, Santos J, Fonseca J, Tavares D, Martins D, et al. An integrated measure of student perceptions of feedback, engagement and school identification. Procedia – Social and Behavioral Sciences. 2015;174:2335-42.