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The Effects of Negative Managerial Feedback on Student Motivation: Implications for Gender Differences in Teacher–Student Relations

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Abstract

Research suggests that boys receive more negative teacher feedback concerning failure to follow directions, whereas girls receive more positive feedback concerning compliance (e.g., J. Brophy, 1985; K. B. Hoyenga & K. T. Hoyenga, 1993). In this study, 5th and 6th graders (79.8% Caucasian, 9.2% Hispanic, 6.1% Asian, 2.2% Pacific Islander, and 1.8% African, predominantly lower middle class) were randomly assigned to receive 1 of 5 feedback patterns. All students received positive competence-related feedback. Relative to the other conditions, the typical “male” feedback pattern decreased students' activity interest, perceived competence, and liking for the teacher. Students receiving typical “male” feedback reported less willingness to work with the teacher again; however, they did not report less willingness to work on the activity either alone or with a friend.

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  1. University of Wisconsin, USA;

    Carolyn Morgan

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  1. Carolyn Morgan
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Correspondence to Carolyn Morgan.

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Morgan, C. The Effects of Negative Managerial Feedback on Student Motivation: Implications for Gender Differences in Teacher–Student Relations. Sex Roles 44, 513–535 (2001). https://doi.org/10.1023/A:1012286907894

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