Teacher Feedback and Student Social and Emotional Skills: An Empirical Study Based on Second Round of SSES 2023 Data

Purpose This study investigated student perceptions of teacher feedback in the classroom, the relationship between teacher feedback and student social and emotional skills, and the mediating role of the teacher–student relationship in the association between feedback and student social and emotional skills. Design/Approach/Methods The study used a sample of 65,612 students, comprising younger (10-year-olds) and older (15-year-olds) cohorts, from 15 cities surveyed in the Organisation for Economic Co-operation and Development's 2023 Survey on Social and Emotional Skills. Hierarchical linear model analysis and a mediating effect test were performed to examine the relationships. Findings Gender, age, immigrant status, and reading grades were associated with student perceptions of teacher feedback. However, the effects of immigrant status, socioeconomic status, and math grades on student perceptions of feedback differed between 10- and 15-year-olds. All types of teacher feedback were positively related to the five domains of student social and emotional skills, that is, Task Performance, Emotional Regulation, Engaging With Others, Open-Mindedness, and Collaboration, and the teacher–student relationship played a mediating role. Originality/Value This study is among the first to examine the relationship between student perceptions of teacher feedback in the classroom and five social and emotional skill domains. Its findings demonstrate how teachers can use different types of feedback to provide students with sufficient support and promote their development of social and emotional skills.