The impact of teacher feedback on student self-talk and self concept in reading and mathematics

Paul Burnett

    Research output: Contribution to journalArticle

    Abstract

    Investigated the relationships between teacher feedback and students' self-talk and self-concepts in mathematics and reading. Data collected from students in six rural Australian elementary schools indicated that self-talk (positive and negative) mediated between subject-specific teacher feedback (ability, effort, and negative) and academic self-concept (evaluative and descriptive). Results suggest that teachers should be strategic and balanced when providing feedback to students
    Original languageEnglish
    Pages (from-to)11-16
    Number of pages6
    JournalJournal of Classroom Interaction
    Volume38
    Issue number1
    Publication statusPublished - 2003

    Fingerprint Dive into the research topics of 'The impact of teacher feedback on student self-talk and self concept in reading and mathematics'. Together they form a unique fingerprint.

  • Cite this