Effects of Teacher Feedback on the Reputations and Peer Perceptions of Children with Behavior Problems

We explored whether teacher feedback modified children's preferences and perceptions of a target child with behavior problems. First- and second-grade children (M age = 7.8 years) viewed a videotape of a target actor presented as having a liked, average, or disliked reputation. A second videota...

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Bibliographic Details
Published in:Journal of experimental child psychology 2000-08, Vol.76 (4), p.302-326
Main Authors: White, Karen J., Jones, Karen
Format: Article
Language:English
Subjects:
Attitude Change
Behavior disorders
Behavior Problems
Biological and medical sciences
Child
Child Behavior Disorders - psychology
Child development
Child discipline
Child psychology
Childhood Attitudes
Children & youth
children's reputation
Comparative Analysis
Developmental psychology
Feedback
Female
Fundamental and applied biological sciences. Psychology
Humans
Influences
Male
Peer Acceptance
Peer Group
Peer Relationship
peer status
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reputation
Social Desirability
Social Perception
Students
teacher feedback
Teacher Student Relationship
Teachers
Teaching - methods
Young Children
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Summary:We explored whether teacher feedback modified children's preferences and perceptions of a target child with behavior problems. First- and second-grade children (M age = 7.8 years) viewed a videotape of a target actor presented as having a liked, average, or disliked reputation. A second videotape depicted a teacher's verbal responses to the target's behavior as (a) positive, (b) neutral–salient, or (c) corrective. Both salience and valence of teacher feedback were assessed. Main effects of feedback and reputation indicated that feedback had at least minimal effects at each level of the target's reputation. Teacher feedback is discussed with respect to its effects on perceptions of behavior versus affective responses toward behavior-problem children. A significant interaction showed that when combined with a liked reputation, positive and neutral–salient feedback conditions increased the salience and positive evaluation of the target child, thus illustrating the importance of considering nonevaluative teacher attention in combination with children's reputational status.
ISSN:0022-0965
1096-0457
DOI:10.1006/jecp.1999.2552