文章基本信息

标题：An Integrated Measure of Student Perceptions of Feedback, Engagement and School Identification
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作者：Carolina Carvalho ; Carolina Carvalho ; Joseph Conboy 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2015
卷号：174
页码：2335-2342
DOI：10.1016/j.sbspro.2015.01.896
语种：English
出版社：Elsevier
摘要：AbstractTeacher 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.
关键词：Teacher feedback;school identification;school engagement;school trajectories