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Mediational Effects of Feedback Style on the Relation between Teachers’ Depressive Symptoms and Classroom Quality in 3rd Grade

Abstract Described is a study investigating the feasibility and predictive value of the Teacher Feedback Coding System, a novel observational measure of teachers’ feedback provided to students in third grade classrooms. This measure assessed individual feedback events across three domains: feedback type, level of specificity and affect of the teacher. Exploratory and confirmatory factor analysis revealed five factors indicating separate types of feedback: positive and negative academic-informative feedback, positive and negative behavioral-informative feedback, and an overall factor representing supportive feedback. Multilevel models revealed direct relations between teachers’ negative academic-informative feedback and students’ spring math achie... (more)
Created Date 2015
Contributor McLean, Leigh (Author) / Connor, Carol M. (Advisor) / Lemery, Kathryn (Committee member) / Doane, Leah (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Subject Developmental psychology / Education / Teacher education / Depression / Early Childhood / Feedback / Mathematics
Type Doctoral Dissertation
Extent 157 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation Psychology 2015
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis