Influencing social integration processes through teacher feedback in pupils in grades 5-6 (SIGNAL 2.0)
| Type of project | Research project |
| Methodological classification | Experimental study |
| Funding organisation | German Research Foundation (DFG) |
| Funding amount | on request |
| Duration | 1.11.2022 - 31.10.2024 |
| Further information | https://gepris.dfg.de/gepris/projekt/299432752 |
| Project management | Prof. Dr Christian Huber |
| Project realisation | Philipp Nicolay |
Social exclusion at school is a serious problem and has considerable consequences for the emotional and social development of the pupils concerned. Numerous studies show a significant correlation between school performance and social integration. It is unclear how the risk of social exclusion can be reduced for the pupils concerned. The project is based on the assumption that teacher feedback is a possible starting point for influencing social integration processes. The study is based on the theory of social referencing processes, from which it is derived that pupils orientate themselves towards public teacher feedback when choosing their interaction partners.
The SIGNAL 2.0 study builds on the findings of the DFG-funded predecessor study(SIGNAL), which already showed significant effects of teacher feedback on social integration in primary school(Nicolay & Huber, 2021) and investigates the extent to which these effects are also found in older pupils (grades 5-6).
As part of experiments, comprehensive school pupils are asked to watch an animated experimental video with a typical school scene. Following the video presentation, the test subjects are asked to rate the schoolchildren in the video in terms of social acceptance. It is tested whether the performance behaviour of a schoolchild (UV1) as well as the focus (UV2) and valence (UV3) of the teacher feedback are influencing variables for the social integration (AV) of pupils.
Further information
Huber, C. (2019). Teacher feedback and social integration: a three-level model for integration-effective teacher feedback in schools and classrooms. In M.-C. Vierbuchen (Ed.), Feedback in der Unterrichtspraxis: Schülerinnen und Schüler beim Lernen wirksam unterstützen (pp. 79-94). Stuttgart: Kohlhammer.
Nicolay, P. & Huber, C. (2021). How school performance and teacher feedback influence social acceptance: Results of an experimental study. Empirical Special Education, 13(1), 3-20. LINK
