Social Behavior, Academic Achievement, Language Skills, and Peer Rejection in Elementary School Classes: The Moderating Role of Teacher Feedback
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| Title: | Social Behavior, Academic Achievement, Language Skills, and Peer Rejection in Elementary School Classes: The Moderating Role of Teacher Feedback |
|---|---|
| Language: | English |
| Authors: | Ariana Garrote (ORCID |
| Source: | Educational Psychology. 2024 44(5):613-631. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education Grade 2 Grade 3 |
| Descriptors: | Foreign Countries, Elementary School Students, Elementary School Teachers, Elementary School Mathematics, Mixed Age Grouping, Grade 1, Grade 2, Grade 3, Peer Acceptance, Peer Relationship, Rejection (Psychology), Feedback (Response), Teacher Student Relationship, Academic Achievement, Social Behavior, Language Skills, Teacher Influence |
| Geographic Terms: | Switzerland |
| DOI: | 10.1080/01443410.2024.2387544 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | The study examines the influence of teacher feedback in the relationship between peer rejection and student level predictors of rejection. Feedback on academic performance and social behaviour recorded during a standardised lesson was analysed for each of 36 Grade 1-3 classes (N = 709). Student social behaviour, academic achievement, and language skills were assessed at the start of the school year. Peer rejection was assessed at both the beginning and end of the school year. Three types of feedback behaviour were identified: Teachers who gave most negative feedback on social behaviour, those who gave most positive feedback on academic performance, and those who gave less feedback, positive or negative. Results provide evidence for the moderating role of teacher behaviour in the relationship between student academic achievement and peer rejection. In classrooms with the highest proportion of positive feedback on academic performance, academic achievement predicted peer rejection and there was a decrease in peer rejection over an academic year. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437683 |
| Database: | ERIC |
| Abstract: | The study examines the influence of teacher feedback in the relationship between peer rejection and student level predictors of rejection. Feedback on academic performance and social behaviour recorded during a standardised lesson was analysed for each of 36 Grade 1-3 classes (N = 709). Student social behaviour, academic achievement, and language skills were assessed at the start of the school year. Peer rejection was assessed at both the beginning and end of the school year. Three types of feedback behaviour were identified: Teachers who gave most negative feedback on social behaviour, those who gave most positive feedback on academic performance, and those who gave less feedback, positive or negative. Results provide evidence for the moderating role of teacher behaviour in the relationship between student academic achievement and peer rejection. In classrooms with the highest proportion of positive feedback on academic performance, academic achievement predicted peer rejection and there was a decrease in peer rejection over an academic year. |
|---|---|
| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2024.2387544 |
