Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018
Abstract Positive teacher feedback plays a crucial role in student learning. While previous studies on positive teacher feedback have primarily focused on its relationship with student achievement, much less attention has been given to how such feedback associates with student self-efficacy, particu...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-05-01
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| Series: | Large-scale Assessments in Education |
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| Online Access: | https://doi.org/10.1186/s40536-025-00253-y |
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| author | Xue Wang Qiyang Zhang Marcia H. Davis |
| author_facet | Xue Wang Qiyang Zhang Marcia H. Davis |
| author_sort | Xue Wang |
| collection | DOAJ |
| description | Abstract Positive teacher feedback plays a crucial role in student learning. While previous studies on positive teacher feedback have primarily focused on its relationship with student achievement, much less attention has been given to how such feedback associates with student self-efficacy, particularly reading self-efficacy—a key predictor of both reading and overall academic success—among adolescents. The existing research that has explored this relationship often relied on small-sample, correlational studies, which often failed to account for a broad range of potential confounding variables. This study addresses these gaps by applying propensity score matching and weighting to a nationally representative sample of 4,838 U.S. adolescents from the Programme for International Student Assessment (PISA) 2018 data, controlling for an extensive set of covariates. The rationale for using propensity score matching and weighting was to reduce selection bias and better estimate the relationship between positive teacher feedback and student reading self-efficacy. Results show that positive teacher feedback is significantly associated with higher reading self-efficacy among adolescents, with stronger associations observed among students who receive it less frequently. This means increasing positive feedback could potentially benefit adolescents’ reading self-efficacy overall, but may be particularly beneficial for certain groups of students. This study highlights the potential value of teacher training programs focused on positive feedback to support students’ reading self-efficacy. |
| format | Article |
| id | doaj-art-b2113509d4bc4e1498facbd718fc2a51 |
| institution | OA Journals |
| issn | 2196-0739 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Large-scale Assessments in Education |
| spelling | doaj-art-b2113509d4bc4e1498facbd718fc2a512025-08-20T02:00:07ZengSpringerOpenLarge-scale Assessments in Education2196-07392025-05-0113112210.1186/s40536-025-00253-yPositive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018Xue Wang0Qiyang Zhang1Marcia H. Davis2School of Education, Johns Hopkins UniversityCentre for Holistic Initiatives for Learning and Development, National University of SingaporeSchool of Education, Johns Hopkins UniversityAbstract Positive teacher feedback plays a crucial role in student learning. While previous studies on positive teacher feedback have primarily focused on its relationship with student achievement, much less attention has been given to how such feedback associates with student self-efficacy, particularly reading self-efficacy—a key predictor of both reading and overall academic success—among adolescents. The existing research that has explored this relationship often relied on small-sample, correlational studies, which often failed to account for a broad range of potential confounding variables. This study addresses these gaps by applying propensity score matching and weighting to a nationally representative sample of 4,838 U.S. adolescents from the Programme for International Student Assessment (PISA) 2018 data, controlling for an extensive set of covariates. The rationale for using propensity score matching and weighting was to reduce selection bias and better estimate the relationship between positive teacher feedback and student reading self-efficacy. Results show that positive teacher feedback is significantly associated with higher reading self-efficacy among adolescents, with stronger associations observed among students who receive it less frequently. This means increasing positive feedback could potentially benefit adolescents’ reading self-efficacy overall, but may be particularly beneficial for certain groups of students. This study highlights the potential value of teacher training programs focused on positive feedback to support students’ reading self-efficacy.https://doi.org/10.1186/s40536-025-00253-yReading self-efficacyPropensity-score matchingTeacher feedbackAdolescentProgramme for international student assessment (PISA) |
| spellingShingle | Xue Wang Qiyang Zhang Marcia H. Davis Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018 Large-scale Assessments in Education Reading self-efficacy Propensity-score matching Teacher feedback Adolescent Programme for international student assessment (PISA) |
| title | Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018 |
| title_full | Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018 |
| title_fullStr | Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018 |
| title_full_unstemmed | Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018 |
| title_short | Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018 |
| title_sort | positive teacher feedback and adolescents reading self efficacy a quasi experimental analysis using pisa 2018 |
| topic | Reading self-efficacy Propensity-score matching Teacher feedback Adolescent Programme for international student assessment (PISA) |
| url | https://doi.org/10.1186/s40536-025-00253-y |
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