A Study on the Shaping of Students' Self-Efficacy by Teachers' Feedback Styles in the View of Educational Psychology

Abstract

This study explores the shaping of students' self-efficacy by teachers' feedback styles from the perspective of educational psychology. The classification and characteristics of teachers' feedback styles are analyzed, including conversational descriptive feedback, different types of feedback, self-referential and other-referential feedback, and SHARP feedback method. The concept and importance of students' self-efficacy and the relevant theoretical foundations in educational psychology, such as Bandura's social cognitive theory and Locke's goal-setting theory, are described. The relationship between teachers' teaching efficacy and students' self-efficacy was investigated, and teacher feedback strategies for cultivating students' self-efficacy were proposed, including giving positive feedback and recognition, encouraging to try new things, and providing a suitable learning environment. Finally, we summarize the research results and point out the shortcomings and prospects of the study. In the future, we can further study the relationship between teachers' feedback and students' self-efficacy in different cultural backgrounds and digital environments, and expand the research targets and incorporate more theories of educational psychology.