TITLE Relations among Teacher Expectancies, Student Perceptions of Teacher Oral Feedback, and Student Self-Concept: An Empirical Study in Taiwanese Elementary Schools. PUB DATE 2003-04-24

This research investigated the relationships among teacher expectancy, student perception, and student self-concept. A sample of 1,598 Taiwanese elementary school children in grades 3-6 were administered a school self-concept scale and a measure of their perceptions of teachers ' positive and negative oral feedback in academic and nonacademic domains. Homeroom teachers were asked to identify students for whom they had high or low expectations. Although amounts of all four types of perceived feedback differed significantly across expectancy groups, discriminant analysis indicated that student perceptions of positive and negative academic oral feedback were more heavily weighted in predicting teacher expectancy level. Furthermore, structural equation modeling showed that both positive and negative academic oral feedback were predictive of the three dimensions of school self-concept. The strongest relationship was between positive academic oral feedback and academic self-concept. Two-way ANOVAs evaluating grade and gender effects for oral feedback showed that males perceived more negative oral feedback from teachers than females in all four grades, although there were no significant gender differences on positive academic and nonacademic oral feedback. Regarding the effect of grade on perceived feedback, fourth grade students always perceived more positive and less negative oral feedback than fifth graders. Females ' perceptions of negative feedback followed this trend, but differences were not significant across grade. Some suggestions for practitioners are noted. (Contains 22 references.) (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document. Oral feedback