Teacher praise and feedback and students’ perceptions of the classroom environment

Burnett, Paul C. (2002) Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22(1), pp. 5-16.

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Abstract

The relationships between teacher praise and feedback, and students’ perceptions of the classroom environment were investigated in six rural elementary schools (n 5 747). The Teacher Feedback Scale and My Classroom Scale were developed as part of this study and used to collect the data. Structural equation modelling was used to test a hypothesised model. The results indicated that negative teacher feedback and effort feedback were both related to students’ relationships with their teachers, while ability feedback was associated with perceptions of the classroom environment. Praise was not related to classroom environment or teacher–student relationships. Significant age and gender differences were found. Additionally, differences were found between students who were satisfied with their classroom and those who were dissatisfied. Satisfied students received more general praise, general ability feedback, effort feedback and less negative teacher feedback when compared to dissatisfied students. Research studies have emphasised the influence of signicicant adults (teachers and parents) on students’ personal development (Porlier et al., 1999) and the importance of significant others’ verbal statements when directed at children (Burnett, 1996a). The relationships between negative and positive statements made by teachers, parents, peers and siblings and children’s self-talk have been investigated (Burnett, 1996a) and positive statements (praise) have been found to be more beneficial than verbal criticism (Burnett, 1999). The quality of life in the classroom in recent times has been considered of great importance to students (Thorp et al., 1994) and this is recognised by Baker (1999) who reported a relationship between students’ satisfaction with the learning environment, and differential teacher feedback and praise. This study investigated the relationships between teacher praise and feedback, and how students perceived their classroom and their relationship with their teacher.

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ID Code: 26839
Item Type: Journal Article
Refereed: Yes
Keywords: Classroom environment, Teacher praise, Feedback, Students’ perceptions, Educational Psychology
DOI: 10.1080/01443410120101215
ISSN: 0144-3410
Divisions: Current > QUT Faculties and Divisions > Division of Research and Commercialisation
Copyright Owner: Copyright 2002 Taylor and Francis
Deposited On: 17 Aug 2009 23:28
Last Modified: 17 Aug 2009 23:28

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