Positive Teacher Feedback and Its Impact on Adolescents’ Reading Self-Efficacy: Insights from PISA 2018
In the realm of education, understanding the factors that significantly influence a student’s reading ability and self-confidence remains paramount. A pivotal study recently published in the journal Large-scale Assessments in Education sheds light on the intriguing relationship between positive teacher feedback and adolescents’ self-efficacy in reading. The researchers, Wang, Zhang, and Davis, conducted a quasi-experimental analysis using data from the Programme for International Student Assessment (PISA) 2018, enhancing our understanding of this dynamic interplay.
The crux of the study explores how constructive feedback from teachers can alter an adolescent’s perception of their reading abilities. In educational psychology, self-efficacy refers to an individual’s belief in their capability to execute behaviors necessary to produce specific performance attainments. This belief is essential, especially in reading, where attitudes toward one’s own competence can significantly influence motivation and engagement, ultimately affecting academic performance.
What’s noteworthy about this research is its methodological rigor. Employing a quasi-experimental design enables the authors to infer relationships with greater accuracy than correlation-based studies. By analyzing a substantial dataset derived from PISA 2018—an assessment known for its comprehensive and cross-national approach—the researchers utilized a robust sample size that strengthens the validity of their findings. Such methodologies allow for a clearer interpretation of how variables such as teacher feedback can enhance or hinder students’ reading self-efficacy.
The results indicated a positive correlation between the quality of teacher feedback and students’ self-efficacy beliefs. Adolescents who received constructive and encouraging comments from their teachers reported higher levels of confidence in their reading abilities. This finding emphasizes the critical role that teacher interactions play within the classroom. The supportive environment fostered by positive feedback encourages students to engage more deeply with reading materials, thereby improving not only their skills but also their overall academic performance.
A particularly interesting aspect highlighted by the study is the nuanced nature of feedback. Positive comments that are specific and actionable appear to resonate more with students than vague or overly general praise. For instance, when teachers highlight particular strengths or provide clear guidance for improvement, students are better able to internalize this information and apply it to their learning processes. This tailored approach to feedback cultivates a growth mindset in adolescents, enabling them to view challenges as opportunities for learning rather than insurmountable obstacles.
Furthermore, the longitudinal view offered by PISA data provides insight into how these self-efficacy beliefs develop over time. Adolescents who consistently receive positive feedback are more likely to maintain high self-efficacy throughout their educational journey. This continuity suggests that fostering a culture of positive reinforcement in classrooms could have lasting effects on students’ academic trajectories, particularly in increasingly competitive educational environments.
The implications for educators are profound. This research advocates for professional development programs that emphasize effective feedback strategies for teachers. By equipping educators with the tools to provide constructive feedback, schools can create an environment that not only supports academic growth but also nurtures students’ emotional well-being. Moreover, the findings encourage a shift in pedagogical practices, emphasizing the need for teachers to prioritize quality feedback as a foundational component of their teaching methodologies.
Undoubtedly, implementing these strategies in diverse classrooms poses challenges. Cultural interpretations of feedback vary globally, and what is deemed positive in one context may not translate successfully in another. Therefore, it is essential for educators to consider cultural nuances when providing feedback, ensuring that it aligns with students’ backgrounds and experiences. Tailoring feedback to individual contexts can further enhance its effectiveness, promoting a sense of belonging and understanding among students.
In addition to enhancing reading self-efficacy, the study also raises questions about how positive feedback can influence other areas of academic performance. For instance, can the principles outlined in this research be applied to subjects beyond reading, such as mathematics or the sciences? Understanding the broader applications of positive feedback across various subjects could significantly reshape teaching practices in multiple disciplines, fostering a more comprehensive educational approach.
As schools continue to adapt in an era dominated by digital learning and global educational standards, this research serves as a timely reminder of the fundamental importance of interpersonal relationships in educational success. Positive teacher-student interactions create not just an atmosphere conducive to learning but also one that reinforces students’ belief in their capabilities. The ripple effects of this dynamic extend beyond immediate classroom experiences, influencing students’ overall outlook on education and personal growth.
In conclusion, Wang, Zhang, and Davis’ analysis presents compelling evidence that positive teacher feedback is not merely an ancillary component of the learning process but a critical element that shapes adolescents’ self-efficacy, particularly in reading. As educational strategies continue to evolve, embracing the fundamental role of constructive feedback will be essential in fostering a generation of confident, capable learners prepared to thrive in an increasingly complex world.
Subject of Research: The effects of positive teacher feedback on adolescents’ reading self-efficacy.
Article Title: Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018.
Article References: Wang, X., Zhang, Q. & Davis, M.H. Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018. Large-scale Assess Educ 13, 17 (2025). https://doi.org/10.1186/s40536-025-00253-y
Image Credits: AI Generated
DOI: https://doi.org/10.1186/s40536-025-00253-y
Keywords: Positive teacher feedback, self-efficacy, adolescents, reading skills, educational psychology, PISA 2018.
