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

学校的社会排斥是一个严重的问题，对学生的社会情感发展有重大影响。许多研究表明，学校表现和社会接受之间存在联系。迄今为止，尚不清楚如何减少有关学生被社会排斥的风险。目前的项目是基于这样的假设，即教师的反馈可能是影响社会融合进程的一个可能的起点（社会参考）。从社会参照理论可以得出，学生在日常学校生活中选择交往对象时，是在寻求教师反馈的定向。提交的研究是建立在以前的DFG资助的项目（SIGNAL研究）的结果，该研究已经显示了教师反馈对小学生社会融合的显着影响。本研究旨在将SIGNAL研究的结果扩展到年龄较大的群体（5-6年级）和跨性别影响。该研究被设计为六个独立变量的实验（IV）。N = 1440名受试者（5/6年级）评价实验视频中呈现的虚拟儿童的社会接受度（因变量）。在视频中，受试者看到三种表现类型之一（UV 1：好，中等，差的学校表现）。在每种表演类型的演示之后，受试者从视频的音轨中听到教师的口头反馈。在四种不同的反馈类型中，反馈焦点（IV 2：人，任务）和反馈效价（IV 3：积极和消极）将有所不同。最后，在评估数据时，包括呈现儿童的性别（IV 4）、受试者的性别（IV 5）以及受试者的年级。IV 1 -4显示为受试者间因素。将使用3（学校成绩类型）x 2（反馈焦点）x 2（反馈效价）x 2（性别参照）x 2（性别参照）x 4（班级水平）MANOVA分析研究。本研究的主要发现有：（1）目标儿童在学校的表现;（2）反馈效价对目标儿童的社会接纳有影响。(3)与任务导向的反馈相比，个人导向的反馈对社会接受有更高的影响。(4)当被指人和被指人性别相同时，社会参照对社会接纳的影响更大，但跨性别影响仍然显著。(5)教师反馈的效果在高年级（5-6年级）仍然显著，但与SIGNAL研究（3-4年级）的数据相比，效果较弱。 研究结果旨在提供具体和与实践相关的出发点，通过日常学校生活中的反馈影响社会融合进程。

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.