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首页> 外文期刊>Journal of research in science teaching >Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student- and school-level science achievement
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Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student- and school-level science achievement

机译：研究理科老师和学生对科学的内在价值的增长反馈的结果：对学生和学校一级科学成就的启示

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Students' science knowledge and skills are considered critical to growing the intellectual capital on which societies rely to innovate and prosper. However, recent research has documented notable declines in students' intrinsic valuing of science and science achievement in Australia and other western countries. As a result, there have been calls to investigate factors at both the student- and school-level that can improve intrinsic valuing of and achievement in science. Growth feedback from science teachers to students has been identified as one such factor. Growth feedback, which specifically targets individual student growth and improvement, is considered an effective form of teacher feedback. Because recent research has demonstrated the benefits of effective teacher feedback on intrinsic valuing of science and the positive link between intrinsic valuing of science and science achievement, the present investigation examined (at both the student- and school-level) the extent to which growth feedback in science predicts intrinsic valuing of science and the extent to which intrinsic valuing predicts science achievement and mediates the relationship between growth feedback and achievement. This study examined this hypothesized process with the 2015 Australian PISA sample (N = 14,530 students in N = 758 schools) via a multilevel structural equation model. Findings indicated that at both the student- and school-level, growth feedback significantly predicted intrinsic valuing, and intrinsic valuing significantly predicted achievement; growth feedback also had significant indirect effects of achievement via intrinsic valuing. Taken together, our findings indicate that there are personal and whole-school yields for science achievement from the experiences of growth feedback in and intrinsic valuing of science.
机译：学生的科学知识和技能被认为对于增加社会赖以创新和繁荣的智力资本至关重要。但是，最近的研究表明，在澳大利亚和其他西方国家，学生对科学和科学成就的内在评价显着下降。结果，人们呼吁在学生和学校两级研究可以改善科学内在评价和成就的因素。理科教师对学生的增长反馈已被确定为此类因素之一。专门针对个人学生的成长和进步的成长反馈被认为是教师反馈的一种有效形式。由于最近的研究已经证明有效的教师反馈对科学的内在价值以及科学的内在价值与科学成就之间的正相关关系的好处，所以本研究调查了（在学生和学校层面）增长反馈的程度科学领域的人可以预测科学的内在价值，内在价值可以预测科学成就并在一定程度上调节增长反馈与成就之间的关系。这项研究通过多层结构方程模型，使用2015年澳大利亚PISA样本（N = 758所学校的N = 14,530名学生）检验了这一假设过程。研究结果表明，在学生和学校层面，成长反馈显着预测内在价值，内在价值显着预测成就。成长反馈还通过内在价值对成就产生了重大的间接影响。综上所述，我们的发现表明，根据科学的增长反馈和内在价值评估的经验，个人和整个学校都有科学成就的收获。

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