The Influence Of Teachers' Feedback On Academic Self-handicapping And Physics Achievement Of Middle School Students

Feedback is one of the common methods used in the teaching process by teachers, by which teachers can't only gain the informations of their own teaching achievements, but also raise the achievements of students. It is an intervention method of strong operability as well. Academic self-handicapping refers to a behaviour produced by students themselves to make excuses intentionally or unintentionally for their possible failures, which will affect their future achievements. The correct feedback can reduce the appearance of academic self-handicapping and raise their achievements.A questionnaire survey was conducted among 332 students in grade eight and ten randomly selected from a middle school in NanChang, to study the relationship between teachers' feedback, and academic self-handicapping,and their impaction on physics achievement. By a serious of analysis, including validity and reliability analysis, Pearson correlation analysis and stepwise regression analysis. Results show that:1. Students in grade eight and ten have no significant difference on behavioral self-handicapping and self-reported handicapping. Males have more significant academic self-handicapping than females in both grade eight and ten .2. Positive feedback and effective feedback have the positive correlation but negative feedback and self-reported handicapping have the negative correlation with the physics achievement. There are no significant differences for the specific feedback on various physics achievement levels.3. Negative feedback has the positive predication effect for self-reported handicapping, effective feedback has the negative predication for behavioral self-handicapping as well as the specific feedback.4. Negative feedback has the negative predication effect for the physics achievement, positive feedback has the positive predication for behavioral self-handicapping as well as the effective feedback. Behavioral self-handicapping has the negative prediction effect for the physics achievement.5. Behavioral self-handicapping is the mediator between negative feedback and the physics achievement; it is the mediator between effective feedback and the physics achievement too.