Background: Natural language processing (NLP) and machine learning technologies offer significant advantages, such as facilitating the delivery of reflective feedback in collaborative learning environments while minimising technical constraints for educators related to time and location. Recently, scholars' interest in reflective feedback has…

We examined the effects of a text-based argument writing intervention, "Triple Q," on argument writing skills in a cluster-randomized trial where groups of middle schools were assigned to conditions within school-level SES blocks. The intervention comprised three 15-day units. Students read and discussed argument texts representing…

Background: It is widely recommended for teachers to provide positive feedback to foster the development and maintenance of children's motivation and perseverance. However, not all positive feedback has positive consequences and an important differentiation can be made between positive person-oriented feedback (i.e. 'you are very talented') and…

Knowledge development, application, and refinement are essential parts of students' reading. One way to observe how students use their knowledge as they read is through talk. Studies routinely indicate that though reading is a social endeavor, teachers spend most of the allotted instructional time talking or using discourse patterns that do not…

The purpose of this study was to examine the effects of cognitive appraisal styles (i.e., threat vs. challenge) and feedback types on feedback acceptance and motivation for challenge. We used four feedback types based on valence (positive vs. negative) and orientation (person vs. task). Sixth-graders completed the cognitive appraisal style…

This study examined the reciprocal dynamics of teacher autonomy support with student motivation and engagement during late elementary and early middle school. A total of 861 students in grades 5-7 reported on three components of teacher autonomy support (choice, relevance, and respect), as well as their own engagement and self-system processes…

This study explores peer feedback in a combined fifth and sixth-grade classroom. Drawing on Hattie and Timperley's (2007) model for feedback, we analyzed 334 peer feedback comments gathered during six mathematics lessons. Our analysis revealed evidence of peer feedback being beneficial to the students who provide it as well as those who receive…

Background: Previous studies have shown that undergraduates improve their answering and monitoring accuracy when they exclusively practice and expect inferential questions after reading. This study examined whether children with poor comprehension, who struggle particularly with inferential questions, would benefit from similar practice with and…

Students' homework emotions greatly influence the quality of homework, learning activities, and even academic achievement and burden. Therefore, encouraging students' positive homework emotions is essential for their development. This study aimed to investigate the relationship between three types of teachers' homework feedback (checking homework…

Scholars and practitioners have called for personalized and widely accessible professional development (PD) for teachers. Yet, a long-standing tension between customizing support and increasing access to such support has hindered the scale-up of high-quality PD for individual teachers. This study addresses this challenge by developing a…

The current study replicated an earlier investigation by Bouwer and van der Veen (2023) where 10 Grade 5 and 6 classrooms in the Netherlands (210 students) were randomly assigned to a treatment or control condition, with treatment students evidencing improvements in the quality of their essays after practice writing argumentative essays, reading…

Ticks and crosses (TCs) are a common aspect of teachers' classroom practice in relation to assessment in many learning areas including mathematics. Putting TCs in learners' written work is a strategy of feedback. Even though these TCs are frequently used in different types of mathematics assessments, there is limited research in relation to what…

The aim of this study is to investigate the impact of online peer feedback in the Information Technologies and Software course on the improvement of collaborative problem-solving skills (CPS), which are considered essential skills for the 21st century. The impact of peer feedback on CPS was designed using a mixed-methods approach that combines…

In this article, the role of digital feedback that was provided in an outdoor mathematics education setting is taken into consideration. Using the app MathCityMap (2020) in the context of a mathematics trail, the influence of positive and/or negative feedback is examined in relation to how it influences the processes of verification and…

This research focuses on a dual mediation model designed to describe the learning process of sixth grade students practicing mathematics to improve Mathematics Operation Proficiency while experiencing different forms of feedback. The variables of interest in this study are the predictor variable feedback type, the mediating variables of Affective…