Influencing Social Acceptance by Teacher Feedback in Grade 5-6 Students

学校社会排斥是一个严重的问题，对学生的社会情感发展有着重要的影响。许多研究表明，学校表现与社会接受度之间存在联系。到目前为止，我们还不清楚如何减少这些学生被社会排斥的风险。目前的项目是基于这样一种假设，即教师反馈可能是影响社会融合过程（社会参照）的一个可能起点。从社会参照理论可以得出，学生在日常学校生活中选择互动伙伴时，是在教师反馈中寻求导向的。提交的研究是建立在先前dfg资助的项目（SIGNAL研究）的结果之上的，该项目已经显示了教师反馈对小学生社会融合的显著影响。本研究旨在将SIGNAL研究的结果扩展到更大的群体（5-6年级），并研究跨性别效应。本研究设计为六个自变量（IV）的实验。N = 1440名受试者（5/6年级）对实验视频中出现的虚拟儿童的社会接受度（因变量）进行评分。在视频中，受试者看到三种表现类型中的一种（UV1：良好、中等、较差的学校表现）。在每一种表演类型的展示之后，受试者会听到来自视频音轨的教师口头反馈。反馈焦点（IV2：人、任务）和反馈效价（IV3：积极和消极）将在四种不同的反馈类型中有所不同。最后，在评估数据时，纳入被present child的性别（IV4）、受试者的性别（IV5）以及受试者的年级。IV1-4为受试者间因子。该研究将使用3（学校成就类型）× 2（反馈焦点）× 2（反馈效价）× 2（性别参照）× 2（性别参照）× 4（班级水平）方差分析。本研究预计会有五个主要发现：(1)目标儿童的学业表现；(2)反馈效价对目标儿童的社会接受度的影响。(3)以人为导向的反馈比以任务为导向的反馈对社会接受的影响更大。(4)社会参照对社会接受的影响在被参照者和被参照者性别相同时更高，但跨性别效应仍然显著。(5)教师反馈的影响在较高的班级水平（5-6年级）仍然显著，但与SIGNAL研究的数据（3-4年级）相比，效果量较弱。本研究的结果旨在提供具体和与实践相关的起点，以通过日常学校生活中的反馈影响社会融合过程。

Social rejection at school is a serious problem and has major implications for student´s social-emotional development. Numerous studies suggest a link between school performance and social acceptance. To date, it is unclear how to reduce the risk of social exclusion for the students concerned. The current project is based on the assumption that teacher feedback could be a possible starting point for influencing social integration processes (social referencing). From social referencing theory can be derived, that students are seeking orientation in teacher feedback, when they are choosing interaction partners in everyday school life. The submitted study is set up on findings of a previous DFG-funded project (SIGNAL study), which already showed significant effects of teacher feedback on social integration for primary school students. This study aims to extend the results of the SIGNAL study to an older group (grades 5-6) and to cross-gender effects. The study is designed as an experiment with six independent variables (IV). N = 1440 subjects (grades 5/6) rate the social acceptance (dependent variable) of a virtual child presented in an experimental video. In the video, the subjects see one of three performance types (UV1: good, medium, poor school performance). After the presentation of each performance type, the subjects hear a verbal teacher feedback from the audio track of the video. The feedback focus (IV2: person, task) and the feedback valence (IV3: positive and negative) will be varied in four different feedback types. Finally, the gender of the presented child (IV4), the gender of the subjects (IV5) as well as subjects’ grade are included when evaluation the data. IV1-4 are presented as between-subject factors. The study will be analysed using a 3 (school achievement type) x 2 (feedback focus) x 2 (feedback valence) x 2 (sex referent) x 2 (sex referer) x 4 (class level) MANOVA. Five key findings are expected: (1) the school performance of the target child and (2) the feedback valence effect the social acceptance of the target child. (3) Person-oriented feedback has a higher impact on social acceptance compared to task-oriented feedback. (4) Social referencing effects on social acceptance are higher when referent and referer share the same gender, but cross-gender effects remain significant. (5) The effect of teacher feedback is still significant in higher class levels (5-6), but weaker in effectsize when compared to the data of SIGNAL study (grades 3-4). The results of the study are intended to provide concrete and practice-relevant starting points to influence social integration processes via feedback in everyday school life.