Perception plays a key-role in how feedback is processed. Individual and situational characteristics can potentially influence how students perceive teachers´ feedback. Our main goal is to study if students´ gender and/or the type of education program they attend may influence how they perceive teacher feedback in a class that they like. For this study we used 13 items from the Feedback, Identification, School Trajectories Questionnaire that measure students´ perceptions about teachers´ effective feedback (EF) and ineffective feedback (IF). Data from 178 students were randomly selected from a larger data base (89 attending the 9 th grade of an academic education program and 89 attending courses in vocational education). No differences were found in the perceived feedback regarding a main effect of the type of education program attended, neither for the combined effect of type of education program attended and the student gender. However, results revealed a student gender main effect, with girls perceiving more effective feedback than boys. Future studies should continue exploring how learners´ individual and situational characteristics may relate or affect their feedback perceptions, as well as how these perceptions relate to learning. This will allow us to compare results and fully grasp the practical significance of the magnitude of the effects found.
This study explored the link between teachers' feedback and students' behavioural engagement with school identification. Using a sample of 2534 students from 6 th to 12 th school year, we examined whether their perceptions about teachers' feedback were related to their behavioural engagement and mediated by their school identification. We also explore whether this relation was moderated by students' year of schooling and by the type of secondary course they were enrolled and the differences of latent means between these groups. Results confirmed the expected mediation: teachers' feedback was associated with an increased behavioural engagement via increased school identification. Only the type of students' secondary course moderated this relation. Students in the 12 th year perceived that their teacher used less effective feedback and felt lower school identification than students in the early years of schooling. These finding illustrated the underlying mechanism through which teachers' feedback affect students' behavioural engagement with school.
Curriculum differentiation stresses different learning contexts and it has assumed a strategic target in the promotion of young´s education and training opportunities. This study is part of an ongoing empirical work, which aims to know the characteristics and perspectives of vocational identity of some institutionalized young's, fulfilling judicial (court) measures, and attending vocational education in Portuguese Educational Centers. The methodological plan used included a mixed approach which beheld two different moments: 1) sociodemographic data; the aplication of the Dellas Identity Status Inventory Occupation scale, and 2) semi-structured interviews. The participants were institutionalized young's between the ages of 13-20 years old. Regarding the results, the participant young's seem to reveal difficulties in defining and having a perspective of a clear vocational position.
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