ERIC Number: EJ1421211
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-5698
EISSN: EISSN-1465-3400
Gender Differences in Teacher Feedback and Students' Self-Regulated Learning
Wenjuan Guo
Educational Studies, v50 n3 p341-361 2024
This study examined gender differences in teacher feedback, students' self-regulated learning (SRL), and their relationships. A total of 444 tenth graders participated in this study, with 218 male and 226 female students. According to the results of MANOVA, male students perceived that their teachers provided more criticism but less directive feedback to them than female students did. Unexpectedly, it was found that male and female students reported generally similar levels of SRL. Two-group structural equation modelling suggested that female students' SRL was best predicted by verification and scaffolding feedback, and criticism. Scaffolding feedback had strong positive correlations with both male and female students' SRL, and unexpectedly, directive feedback and praise had limited correlations with all students' SRL. We discussed some findings and suggestions for teachers to improve male and female students' SRL via feedback.
Descriptors: Foreign Countries, Grade 10, Gender Differences, Independent Study, Feedback (Response), Teacher Response, Scaffolding (Teaching Technique), Language Usage, Criticism
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)
Grant or Contract Numbers: N/A