Teacher feedback,disciplinary climate,student self-concept,and reading achievement:A multilevel moderated mediation model |
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| Institution: | 1. School of Foreign Languages, University of Science and Technology Beijing, No.30, Xueyuan Road, Beijing, China;2. Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong, SAR, China;1. Institute for Psychology of Learning and Instruction at Kiel University, Germany;2. Hector Research Institute of Education Sciences and Psychology at University of Tübingen, Germany;3. Max Planck Institute for Human Development, Berlin, Germany;1. Université du Luxembourg, Maison des Sciences Humaines, Porte des Sciences 11, 4366 Esch-sur-Alzette, Luxembourg;2. University of Oslo, Boks 1072 Blindern, 0316, Oslo, Norway;3. Australian Catholic University, 33 Berry Street, North Sydney, NSW, 2060, Australia;4. Kiel University, Christian-Albrechts-Platz 4, 24118, Kiel, Germany;1. Department of Psychology and Human Development, Vanderbilt University, Peabody College #552, 230 Appleton Pl, Nashville, TN, 37203, United States;2. Department of Electrical Engineering and Computer Science, Vanderbilt University, Featheringhill Hall, 400 24th, Ave S. Nashville, TN, 37212, United States;1. Canada Research Chair on School, Children Well-Being, and Educational Success, Canada;2. School Environment Research Group, School of Psychoeducation, Université de Montréal, Canada;3. Department of Psychology, Concordia University, Canada;1. German Institute for International Educational Research, Germany;2. Institute for Positive Psychology and Education, Australian Catholic University, Australia;3. Freie Universität Berlin, Germany;1. Georgia State University, USA;2. University of New Hampshire, USA;3. Arizona State University, USA |
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| Abstract: | Research has confirmed the importance of teacher feedback on student learning. The mechanism of how they are related, however, is not clear enough. In this study, we explored this relation with 60,501 fifteen-year-old students from collectivistic and individualistic cultures in PISA 2018. Importantly, we examined the possible mediating role of reading self-concept and the moderating role of disciplinary climate at both student level and school level in multi-level structural equation models (MSEM). Results demonstrated that the association between teacher feedback and reading achievement was significantly mediated via reading self-concept at student level across cultures, and this indirect effect was significant irrespective of the disciplinary climate level. Moreover, results showed that a positive disciplinary climate would facilitate the building of students’ reading self-concept which subsequently would enhance their reading achievement at school level. This study has important theoretical, practical, cross-cultural, and methodological implications for teacher feedback research and student learning. |
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| Keywords: | Teacher feedback Self-concept Disciplinary climate Reading achievement Multilevel moderated mediation model |
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