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首页> 外文期刊>Frontiers in Psychology >Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?
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Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

机译：教师反馈实践，学生反馈动机和反馈行为：他们如何与学习成果相关联？

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摘要

In spite of much recent theorizing about teacher provision of feedback, relatively fewer studies look at the dynamic relationships between teacher feedback practices, student feedback experience, and their learning outcomes in higher education settings. To fill this gap, this study looked at 308 university students' perceived teacher feedback practices and their feedback experiences in an English Studies course context at a key and non-key university, and explored how teacher feedback, student feedback motivation and feedback behavior were associated with students' course satisfaction and course exam performance. Results showed that students from the key university reported a higher level of teacher feedback use as well as student feedback motivation and behavior. Structural equation modeling (SEM) suggested that in the case of the non-key university, student feedback behavior significantly predicted course satisfaction and course exam results; teacher feedback also indirectly influenced course satisfaction and course exam results. In the case of the key university, while teacher feedback and student feedback behavior each had significant influence on course satisfaction, student feedback behavior showed no direct significant effect on course exam results, and teacher feedback also showed no significant indirect influence on course exam results.
机译：尽管最近关于教师提供反馈的最近理论化，但研究相对较少的研究看看教师反馈实践，学生反馈经验与高等教育环境中的学习结果之间的动态关系。为了填补这一差距，这项研究看着308名大学生的感知教师反馈实践以及他们在一个关键和非重点大学的英语研究课程背景中的反馈经验，并探讨了教师反馈，学生反馈动机和反馈行为如何相关随着学生的课程满意度和课程考试表现。结果表明，重点大学的学生报告了更高层次的教师反馈用途以及学生反馈动机和行为。结构方程建模（SEM）建议，在非重点大学的情况下，学生反馈行为明显预测课程满意度和课程考试结果;教师反馈也间接影响课程满意度和课程考试结果。在关键大学的情况下，虽然教师反馈和学生反馈行为各自对课程满意度产生了重大影响，但学生反馈行为对课程考试结果没有直接显着影响，而教师反馈也对课程考试结果没有显着的间接影响。

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