Connections between Feedback and Student Happiness and Engagement in High Achievement Classrooms [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).

Autor/inn/en	Anthony, Monica; Turner, Blake; Callahan, Pamela; Archer, Casey
Titel	Connections between Feedback and Student Happiness and Engagement in High Achievement Classrooms [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019).
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Feedback (Response); Psychological Patterns; Correlation; Learner Engagement; Classroom Environment; High Achievement; Teacher Student Relationship; Mathematics Instruction; Verbal Communication; Positive Reinforcement; Student Attitudes; Elementary School Teachers; Elementary School Students; Grade 4; Grade 5; Error Correction + Suchen Sie Ihr Suchwort? Korrelation; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Korrektur
Abstract	Researchers have investigated how teacher feedback contributes to students' learning, yet there is insufficient research into the connection between teacher feedback and student happiness, which is linked to engagement, socio-emotional well-being, and ultimately academic achievement. We coded lesson transcripts from elementary teachers to determine emergent patterns between types of teacher feedback and average student self-reports of happiness in mathematics. We found teachers to employ specific feedback more than general feedback. In addition, feedback for effort and ability accounted for a small percentage of feedback. Findings suggest that student happiness is linked to specific combinations of feedback dimensions. [For the complete proceedings, see ED606556.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01