In what ways does verbal teacher praise and feedback influence students' self-concept and self-efficacy beliefs and their mathematics classroom learning?
Low self-beliefs hinder students’ learning (Bong & Skaalvik, 2003) and consequently their life chances (Teach First, 2018). Education is a determining factor of a student’s future quality of life, and one of the most important subjects in the national curriculum is mathematics (Department of Edu...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2021
|
| Subjects: |
| _version_ | 1797113210978959360 |
|---|---|
| author | Hopkinson, S |
| author_facet | Hopkinson, S |
| author_sort | Hopkinson, S |
| collection | OXFORD |
| description | Low self-beliefs hinder students’ learning (Bong & Skaalvik, 2003) and consequently their life chances (Teach First, 2018). Education is a determining factor of a student’s future quality of life, and one of the most important subjects in the national curriculum is mathematics (Department of Education, 2021). This present study focuses on the self-beliefs of self-concept and self-efficacy within the mathematics classroom, as both constructs act either to encourage or limit learning (Bong & Skaalvik, 2003). The study explores the influence of increased verbal praise and feedback (VPF) on students’ mathematics self-beliefs and whether this influenced their classroom learning, in particular regarding task participation, response to failure, perseverance, and help-seeking. VPF is praise coupled with feedback implemented in a sincere, concise, and task-centred way to help students understand their successes and how to improve in future. A seven-week intervention took place across two lower attaining Year 10 mathematics classes, where teachers increased their use of VPF, aiming to raise student self-beliefs and classroom learning. Data were obtained though questionnaires from all student participants and interviews with eight student participants. The questionnaire data were numerically analysed through descriptive statistics while interview data were thematically coded. The study found that increased VPF positively influenced students’ self-concept and self-efficacy, with self-efficacy displaying the greatest shift and thus indicating greater malleability than self-concept. Mathematics classroom learning was particularly influenced within the themes of response to failure and perseverance, both demonstrating the greatest positive shifts. Thus, increased VPF helped raise students’ self-beliefs which positively influenced their mathematics learning. Consequently teachers could consider implementing VPF within their everyday practice to help support students’ self-beliefs and mathematics learning.
|
| first_indexed | 2024-04-23T08:25:12Z |
| format | Thesis |
| id | oxford-uuid:2c863ec3-8c24-4cdc-9247-3b868030be09 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-04-23T08:25:12Z |
| publishDate | 2021 |
| record_format | dspace |
| spelling | oxford-uuid:2c863ec3-8c24-4cdc-9247-3b868030be092024-04-16T12:24:49ZIn what ways does verbal teacher praise and feedback influence students' self-concept and self-efficacy beliefs and their mathematics classroom learning?Thesishttp://purl.org/coar/resource_type/c_bdccuuid:2c863ec3-8c24-4cdc-9247-3b868030be09EducationEnglishHyrax Deposit2021Hopkinson, SLow self-beliefs hinder students’ learning (Bong & Skaalvik, 2003) and consequently their life chances (Teach First, 2018). Education is a determining factor of a student’s future quality of life, and one of the most important subjects in the national curriculum is mathematics (Department of Education, 2021). This present study focuses on the self-beliefs of self-concept and self-efficacy within the mathematics classroom, as both constructs act either to encourage or limit learning (Bong & Skaalvik, 2003). The study explores the influence of increased verbal praise and feedback (VPF) on students’ mathematics self-beliefs and whether this influenced their classroom learning, in particular regarding task participation, response to failure, perseverance, and help-seeking. VPF is praise coupled with feedback implemented in a sincere, concise, and task-centred way to help students understand their successes and how to improve in future. A seven-week intervention took place across two lower attaining Year 10 mathematics classes, where teachers increased their use of VPF, aiming to raise student self-beliefs and classroom learning. Data were obtained though questionnaires from all student participants and interviews with eight student participants. The questionnaire data were numerically analysed through descriptive statistics while interview data were thematically coded. The study found that increased VPF positively influenced students’ self-concept and self-efficacy, with self-efficacy displaying the greatest shift and thus indicating greater malleability than self-concept. Mathematics classroom learning was particularly influenced within the themes of response to failure and perseverance, both demonstrating the greatest positive shifts. Thus, increased VPF helped raise students’ self-beliefs which positively influenced their mathematics learning. Consequently teachers could consider implementing VPF within their everyday practice to help support students’ self-beliefs and mathematics learning. |
| spellingShingle | Education Hopkinson, S In what ways does verbal teacher praise and feedback influence students' self-concept and self-efficacy beliefs and their mathematics classroom learning? |
| title | In what ways does verbal teacher praise and feedback influence students' self-concept and self-efficacy beliefs and their mathematics classroom learning? |
| title_full | In what ways does verbal teacher praise and feedback influence students' self-concept and self-efficacy beliefs and their mathematics classroom learning? |
| title_fullStr | In what ways does verbal teacher praise and feedback influence students' self-concept and self-efficacy beliefs and their mathematics classroom learning? |
| title_full_unstemmed | In what ways does verbal teacher praise and feedback influence students' self-concept and self-efficacy beliefs and their mathematics classroom learning? |
| title_short | In what ways does verbal teacher praise and feedback influence students' self-concept and self-efficacy beliefs and their mathematics classroom learning? |
| title_sort | in what ways does verbal teacher praise and feedback influence students self concept and self efficacy beliefs and their mathematics classroom learning |
| topic | Education |
| work_keys_str_mv | AT hopkinsons inwhatwaysdoesverbalteacherpraiseandfeedbackinfluencestudentsselfconceptandselfefficacybeliefsandtheirmathematicsclassroomlearning |