Guo Wenjuan
Faculty of Education, East China Normal University, Shanghai, China.
Front Psychol. 2020 May 5;11:783. doi: 10.3389/fpsyg.2020.00783. eCollection 2020.
This study investigated grade-level differences in teacher feedback, students' self-regulated learning (SRL), and their relationship. Secondary students participated in the study ( = 1,260; 430 10th-, 460 11th-, and 370 12th-graders). Latent factor mean difference analyses suggested that teacher feedback and students' SRL level varied across grades. Comparatively, 10th-grade teachers were perceived to provide verification feedback, scaffolding feedback, and praise most frequently; 12th-grade teachers were perceived to provide directive feedback and criticism most frequently; and 11th-grade teachers were perceived to provide all types of feedback least frequently. Students' SRL generally declined as they aged. Results from three-group structural equation modeling indicated that praise generally exhibited the strongest correlations with SRL regardless of grade level; directive feedback was negatively correlated with 10th graders' SRL but positively correlated with the SRL of 11th and 12th graders; scaffolding and verification feedback were positively correlated with 11th graders' SRL; and criticism had small correlations with SRL, regardless of grade level.
本研究调查了教师反馈、学生自我调节学习（SRL）及其关系在年级层面上的差异。中学生参与了该研究（n = 1260；430名十年级学生、460名十一年级学生和370名十二年级学生）。潜在因素均值差异分析表明，教师反馈和学生的SRL水平在各年级之间存在差异。相比之下，十年级教师被认为最常提供确认性反馈、支架式反馈和表扬；十二年级教师被认为最常提供指导性反馈和批评；而十一年级教师被认为提供各类反馈的频率最低。学生的SRL通常随着年龄增长而下降。三组结构方程模型的结果表明，无论年级如何，表扬通常与SRL的相关性最强；指导性反馈与十年级学生的SRL呈负相关，但与十一年级和十二年级学生的SRL呈正相关；支架式和确认性反馈与十一年级学生的SRL呈正相关；批评与SRL的相关性较小，无论年级如何。
