A Study Of The Effects Of Teacher Feedback On Adolescents’ Cognitive Abilities

Education is the great plan of the country and the party.The report of the 20 th Party Congress states,"Adhere to the people-centered development of education,accelerate the construction of a high-quality education system,develop quality education,and promote educational equity." Young people carry the hopes of families,the expectations of society and the future of the motherland,so the growth of young people is a matter of the future of families,society and the country.The improvement of the cognitive ability of young people helps accumulate human capital,provides power for national economic development and promotes the process of building a modern and powerful country in China.Teachers play an important role in the process of school education and teaching,and they are also an important part of promoting the construction of a high-quality education system.Therefore,it is of great theoretical and practical significance to study the influence of educational feedback on adolescents’ cognitive ability.Based on the new human capital theory,stimulate response theory and Rosenthal effect theory,this study focuses on the influence of educational feedback on adolescents’ cognitive ability and the mechanism of the influence,using data from the China Education Tracking Survey(CEPS),a large-scale tracking survey designed and implemented by the China Survey and Data Center(NSRC)of Renmin University of China.The empirical analysis was conducted using a series of methods including Ordinary Least Squares(OLS),Propensity Score Matching(PSM),and Instrumental Variables(IV),and robustness tests were conducted.At the same time,based on the key words "personalized teaching" and "differentiated teaching" mentioned many times in the national authority portal,teachers are required to pay attention to the differences among students in their teaching practice.This paper analyzes the heterogeneity at three levels: gender,household registration,and urban/rural.After the empirical analysis,the following findings were drawn: First,the baseline regression results,propensity score matching results,and instrumental variable regression results of this paper indicated that teacher praise,as two types of teacher feedback,significantly enhances adolescents’ cognitive ability,while teacher criticism significantly decreases adolescents’ cognitive ability,and there is persistence in the effect of teacher feedback on adolescents’ cognitive ability;Second,the heterogeneity analysis shows that the effect of teacher feedback on girls’ cognitive ability is more obvious;praiseworthy feedback is more likely to enhance the cognitive ability of local students,and critical feedback is more likely to inhibit the cognitive ability of out-of-town students;teacher praise has a stronger enhancement effect on urban students,and teacher criticism can have a significant negative effect on rural students’ cognitive ability,but can enhance urban students’ cognitive ability;Third,the mechanism analysis in this paper verified the mechanism of teacher feedback on adolescents’ cognitive ability,which can affect adolescents’ cognitive ability both directly and through adolescents’ self-education expectations and adolescents’ self-regulation.Based on these findings,this study proposes three policy recommendations: first,establishing a sound training guarantee mechanism for teacher feedback and making reasonable use of praise and criticism;second,to enhance adolescents’ educational expectations and self-regulation to promote human capital accumulation;and finally,teacher feedback needs to focus on student differences to improve adolescent cognitive skills across the board.