dc.contributor.author
Nishen, Anna K.
dc.contributor.author
Kessels, Ursula
dc.date.accessioned
2022-05-02T06:45:01Z
dc.date.available
2022-05-02T06:45:01Z
dc.identifier.uri
https://refubium.fu-berlin.de/handle/fub188/32929
dc.identifier.uri
http://dx.doi.org/10.17169/refubium-32655
dc.description.abstract
When providing feedback, teachers are concerned not only with the simple transmission of information, but also with motivational and interpersonal dynamics. To mitigate these concerns, teachers may inflate feedback by reducing negative or increasing positive content. The resulting difference between initial judgments and feedback may be even more drastic for ethnic minority students: In non-communicated judgments, negative stereotypes may result in more negative judgments, whereas in feedback, concerns about being or appearing prejudiced may inflate feedback towards ethnic minority students. These hypotheses were tested in a sample of 132 German teacher students in a 2 (between subjects: feedback vs. non-communicated judgment) × 2 (within subjects: target student's migration background: Turkish vs. none) design in which participants read supposed student essays and provided their written impressions to the research team or the supposed student. Findings revealed that teacher students’ feedback was more positive than their non-communicated judgments on a multitude of dimensions. Contrary to expectations, these effects were not stronger when the student had a Turkish migration background. Instead, teacher students rated the essay of the student with a Turkish migration background more favorably both in the judgment and feedback conditions. Our results suggest that teachers adapt their initial judgments when giving feedback to account for interpersonal or motivational dynamics. Moreover, ethnic minority students may be especially likely to receive overly positive feedback. While the motivational/interpersonal dynamics may warrant some inflation in feedback, negative consequences of overly positive feedback, for which ethnic minority students may be especially vulnerable, are discussed.
en
dc.format.extent
31 Seiten
dc.rights.uri
https://creativecommons.org/licenses/by/4.0/
dc.subject
Teacher judgment
en
dc.subject
Positive feedback bias
en
dc.subject
Feedback inflation
en
dc.subject
Migration background
en
dc.subject.ddc
300 Sozialwissenschaften::370 Bildung und Erziehung::370 Bildung und Erziehung
dc.title
Non-communicated judgments of, versus feedback, on students’ essays: Is feedback inflation larger for students with a migration background?
dc.type
Wissenschaftlicher Artikel
dcterms.bibliographicCitation.doi
10.1007/s11218-021-09674-3
dcterms.bibliographicCitation.journaltitle
Social Psychology of Education
dcterms.bibliographicCitation.number
1
dcterms.bibliographicCitation.pagestart
1
dcterms.bibliographicCitation.pageend
31
dcterms.bibliographicCitation.volume
25
dcterms.bibliographicCitation.url
https://doi.org/10.1007/s11218-021-09674-3
refubium.affiliation
Erziehungswissenschaft und Psychologie
refubium.affiliation.other
Arbeitsbereich Bildungsforschung / Heterogenität und Bildung
refubium.funding
Springer Nature DEAL
refubium.note.author
Die Publikation wurde aus Open Access Publikationsgeldern der Freien Universität Berlin gefördert.
refubium.resourceType.isindependentpub
no
dcterms.accessRights.openaire
open access
dcterms.isPartOf.eissn
1573-1928
refubium.resourceType.provider
WoS-Alert