Examining the Yields of Growth Feedback from Science Teachers and Students' Intrinsic Valuing of Science: Implications for Student- and School-Level Science Achievement

Autor/inn/en	Burns, Emma C.; Martin, Andrew J.; Collie, Rebecca J.
Titel	Examining the Yields of Growth Feedback from Science Teachers and Students' Intrinsic Valuing of Science: Implications for Student- and School-Level Science Achievement
Quelle	In: Journal of Research in Science Teaching, 56 (2019) 8, S.1060-1082 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Emma C.) ORCID (Martin, Andrew J.) ORCID (Collie, Rebecca J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21546
Schlagwörter	Feedback (Response); Science Teachers; Science Achievement; Foreign Countries; International Assessment; Achievement Tests; Secondary School Students; Scientific Attitudes; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Australien
Abstract	Students' science knowledge and skills are considered critical to growing the intellectual capital on which societies rely to innovate and prosper. However, recent research has documented notable declines in students' intrinsic valuing of science and science achievement in Australia and other western countries. As a result, there have been calls to investigate factors at both the student- and school-level that can improve intrinsic valuing of and achievement in science. Growth feedback from science teachers to students has been identified as one such factor. Growth feedback, which specifically targets individual student growth and improvement, is considered an effective form of teacher feedback. Because recent research has demonstrated the benefits of effective teacher feedback on intrinsic valuing of science and the positive link between intrinsic valuing of science and science achievement, the present investigation examined (at both the student- and school-level) the extent to which growth feedback in science predicts intrinsic valuing of science and the extent to which intrinsic valuing predicts science achievement and mediates the relationship between growth feedback and achievement. This study examined this hypothesized process with the 2015 Australian PISA sample (N = 14,530 students in N = 758 schools) via a multilevel structural equation model. Findings indicated that at both the student- and school-level, growth feedback significantly predicted intrinsic valuing, and intrinsic valuing significantly predicted achievement; growth feedback also had significant indirect effects of achievement via intrinsic valuing. Taken together, our findings indicate that there are personal and whole-school yields for science achievement from the experiences of growth feedback in and intrinsic valuing of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01