Student perceptions of teacher feedback quality in homework: Individual and class‐level factors

Author:

Xu Jianzhong1ORCID

Affiliation:

1. Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations Mississippi State University Mississippi State Mississippi USA

Abstract

AbstractThis study aimed to examine multilevel models posited to predict student perceptions of teacher feedback quality. A cross‐sectional survey design was used, involving 1072 middle school students. We incorporated two clusters of variables: (a) student characteristics (gender, prior knowledge, parent education, homework expectancy, homework value, homework cost, and help seeking) and (b) the characteristics of the classroom context (perceived homework quality, autonomy support, and teacher monitoring). Perceived feedback quality was positively related to perceived autonomy support and homework quality at the individual and class levels. Meanwhile, perceived feedback quality was positively related to homework expectancy, homework value, and help seeking at the individual level.

Publisher

Wiley

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