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The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context

Previous research indicated that instructors holding entity belief tended to judge students to have low ability and provided ability-comforting feedback following math failure. Students receiving such feedback tended to quit and change course, creating a potential decrease in the pool of students pu...

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Autores principales: Fwu, Bih-Jen, Yang, Tong-Rong, Chen, Yi-Kai, Chen, Rong
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9768193/
https://www.ncbi.nlm.nih.gov/pubmed/36571003
http://dx.doi.org/10.3389/fpsyg.2022.1046806
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author Fwu, Bih-Jen
Yang, Tong-Rong
Chen, Yi-Kai
Chen, Rong
author_facet Fwu, Bih-Jen
Yang, Tong-Rong
Chen, Yi-Kai
Chen, Rong
author_sort Fwu, Bih-Jen
collection PubMed
description Previous research indicated that instructors holding entity belief tended to judge students to have low ability and provided ability-comforting feedback following math failure. Students receiving such feedback tended to quit and change course, creating a potential decrease in the pool of students pursuing math related fields. In Confucian heritage cultures (CHCs), the ideal society is primarily based on fulfillment of duties. Thus, the ability-based findings, derived from WEIRD samples, may not apply to duty-based CHCs. We hypothesized that CHC’s teachers holding obligation belief tend to attribute students’ failure to lack of duty fulfillment and provide duty-based feedback, including duty-comforting and duty-advising feedback, which motivates students to stay on rather than change course. To validate our hypothesis, we conducted three scenario experiments with 160 college students with teaching experiences, 273 high school students, and 369 pre-service teachers in Taiwan. Results showed that while ability-based paradigm may be culture-free, duty-based paradigm seems to be culture-bound. Consistent with previous research, teachers with entity belief tended to give ability-comforting feedback, pushing students to pursue non-math related fields. In contrast, teachers with obligation belief were likely to offer duty-comforting and duty-advising feedback, contributing to students’ persistent pursuit in math. Furthermore, three fifths of teachers were inclined to provide ability-comforting, duty-comforting and duty-advising feedback concurrently, thus putting students in an unpleasant predicament that might be detrimental to their psychological well-being. Theoretical and practical implications are discussed.
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spelling pubmed-97681932022-12-22 The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context Fwu, Bih-Jen Yang, Tong-Rong Chen, Yi-Kai Chen, Rong Front Psychol Psychology Previous research indicated that instructors holding entity belief tended to judge students to have low ability and provided ability-comforting feedback following math failure. Students receiving such feedback tended to quit and change course, creating a potential decrease in the pool of students pursuing math related fields. In Confucian heritage cultures (CHCs), the ideal society is primarily based on fulfillment of duties. Thus, the ability-based findings, derived from WEIRD samples, may not apply to duty-based CHCs. We hypothesized that CHC’s teachers holding obligation belief tend to attribute students’ failure to lack of duty fulfillment and provide duty-based feedback, including duty-comforting and duty-advising feedback, which motivates students to stay on rather than change course. To validate our hypothesis, we conducted three scenario experiments with 160 college students with teaching experiences, 273 high school students, and 369 pre-service teachers in Taiwan. Results showed that while ability-based paradigm may be culture-free, duty-based paradigm seems to be culture-bound. Consistent with previous research, teachers with entity belief tended to give ability-comforting feedback, pushing students to pursue non-math related fields. In contrast, teachers with obligation belief were likely to offer duty-comforting and duty-advising feedback, contributing to students’ persistent pursuit in math. Furthermore, three fifths of teachers were inclined to provide ability-comforting, duty-comforting and duty-advising feedback concurrently, thus putting students in an unpleasant predicament that might be detrimental to their psychological well-being. Theoretical and practical implications are discussed. Frontiers Media S.A. 2022-12-07 /pmc/articles/PMC9768193/ /pubmed/36571003 http://dx.doi.org/10.3389/fpsyg.2022.1046806 Text en Copyright © 2022 Fwu, Yang, Chen and Chen. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Fwu, Bih-Jen
Yang, Tong-Rong
Chen, Yi-Kai
Chen, Rong
The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context
title The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context
title_full The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context
title_fullStr The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context
title_full_unstemmed The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context
title_short The impact of teacher feedback on students’ decisions to stay on or change course after math failure in a Confucian cultural context
title_sort impact of teacher feedback on students’ decisions to stay on or change course after math failure in a confucian cultural context
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9768193/
https://www.ncbi.nlm.nih.gov/pubmed/36571003
http://dx.doi.org/10.3389/fpsyg.2022.1046806
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