Zur Bedeutung der sozialen Unsicherheit für den Zusammenhang von Lehrkraftfeedback und sozialer Akzeptanz im Grundschulalter.

Autor/inn/en	Nicolay, Philipp; Spilles, Markus; Krull, Johanna; Hank, Corinna; Huber, Christian
Titel	Zur Bedeutung der sozialen Unsicherheit für den Zusammenhang von Lehrkraftfeedback und sozialer Akzeptanz im Grundschulalter. Gefälligkeitsübersetzung: The importance of social unassertiveness for the relationship between teacher feedback and social acceptance in primary school students.
Quelle	In: Kindheit und Entwicklung, (2025) online first, Okt. 2025, Art. a000495, 8 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2190-6246
DOI	10.1026/0942-5403/a000495
Schlagwörter	Peer-Beziehungen; Soziale Anerkennung; Selbstbewusstsein; Soziale Angst; Soziale Wahrnehmung; Grundschule; Lehrer-Schüler-Interaktion; Schüler; Feedback
Abstract	Theoretical Background: Relying on social referencing theory, experimental as well as field studies show that teacher feedback influences how well students are accepted by their peers. Studies are consistent that receiving positive feedback increases the chance of being socially accepted, while receiving negative feedback is associated with social rejection. However, so far little research has been done on how students differ in how much they rely on teacher feedback when deciding who to interact with. Objective: The study examines whether and in what way social unassertiveness moderates the relationship between teacher feedback and social acceptance. Derived from previous research, two competing hypotheses were tested: (1) whether social unassertiveness is associated with a general stronger relationship between both positive and negative teacher feedback and social acceptance (conformity) (2) whether social unassertiveness is associated with a stronger relationship between negative feedback and social acceptance and a weaker relationship between positive feedback and social acceptance (bias for negative information). Method: The sample consists of 827 third and fourth graders (M age = 9.18), who took part in a cross-sectional study. Peer-ratings were used to measure social acceptance and positive as well as negative teacher feedback. Participants reported their social unassertiveness with a self-report questionnaire. Data was analyzed on dyadic level using generalized linear mixed model. Results: Replicating earlier findings, the amount of positive as well as negative teacher feedback students perceived their peers to receive was related to their social acceptance. However, these relationships significantly varied between students. Significant interactions were found for both positive and negative teacher feedback with students? social unassertiveness. While an increase in social unassertiveness was associated with a stronger relationship between negative feedback and social acceptance, it was also associated with a weaker relationship between positive teacher feedback and social acceptance. Discussion and Conclusion: The present results suggest that students differ in how they rely on teacher feedback when deciding who to interact with. Students with higher scores of social unassertiveness showed a stronger relationship between negative teacher feedback and social acceptance and a weaker relationship between positive teacher feedback and social acceptance compared with students with lower scores of social unassertiveness. These results are in line with research linking symptoms of social anxiety with a biased information processing. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3