The Effects of Negative Managerial Feedback on Student Motivation: Implications for Gender Differences in Teacher–Student Relations

The Effects of Negative Managerial Feedback on Student Motivation: Implications for Gender... Research suggests that boys receive more negative teacher feedback concerning failure to follow directions, whereas girls receive more positive feedback concerning compliance (e.g., J. Brophy, 1985; K. B. Hoyenga & K. T. Hoyenga, 1993). In this study, 5th and 6th graders (79.8% Caucasian, 9.2% Hispanic, 6.1% Asian, 2.2% Pacific Islander, and 1.8% African, predominantly lower middle class) were randomly assigned to receive 1 of 5 feedback patterns. All students received positive competence-related feedback. Relative to the other conditions, the typical “male” feedback pattern decreased students' activity interest, perceived competence, and liking for the teacher. Students receiving typical “male” feedback reported less willingness to work with the teacher again; however, they did not report less willingness to work on the activity either alone or with a friend. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

The Effects of Negative Managerial Feedback on Student Motivation: Implications for Gender Differences in Teacher–Student Relations

Sex Roles , Volume 44 (10) – Oct 3, 2004
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Publisher
Kluwer Academic Publishers-Plenum Publishers
Copyright
Copyright © 2001 by Plenum Publishing Corporation
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1023/A:1012286907894
Publisher site
See Article on Publisher Site

Abstract

Research suggests that boys receive more negative teacher feedback concerning failure to follow directions, whereas girls receive more positive feedback concerning compliance (e.g., J. Brophy, 1985; K. B. Hoyenga & K. T. Hoyenga, 1993). In this study, 5th and 6th graders (79.8% Caucasian, 9.2% Hispanic, 6.1% Asian, 2.2% Pacific Islander, and 1.8% African, predominantly lower middle class) were randomly assigned to receive 1 of 5 feedback patterns. All students received positive competence-related feedback. Relative to the other conditions, the typical “male” feedback pattern decreased students' activity interest, perceived competence, and liking for the teacher. Students receiving typical “male” feedback reported less willingness to work with the teacher again; however, they did not report less willingness to work on the activity either alone or with a friend.

Journal

Sex RolesSpringer Journals

Published: Oct 3, 2004

References

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