The effects of negative managerial feedback on student motivation: Implications for gender differences in teacher-student relations

Research suggests that buys receive more negative teacher feedback concerni ng failure to follow directions, whereas girls receive more positive feedba ck concerning compliance (e.g., J. Brophy 1985; K. B. Hoyenga & K. T Hoyeng a, 1993). In this study, 5th and 6th graders (79.8% Caucasian, 9.2% Hispani c, 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 til e other conditions, the typical "male" feedback pattern decreased students' activity interest, perceived competence, and liking for the teacher Studen ts receiving typical "male" feedback reported less willingness to work with the teacher again; however, they did not report less willingness to work o il the activity either alone or with a friend.