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 concerning failure to follow directions, whereas girls receive more positive feedback concerning compliance (e.g., J. Brophy 1985; K. B. Hoyenga & K. T Hoyenga, 1993). In this study, 5th and 6th graders (79.8% Caucasian, 9.2% Hispanic, 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 the other conditions, the typical "male" feedback pattern decreased students' activity interest, perceived competence, and liking for the teacher Students receiving typical "male" feedback reported less willingness to work with the teacher again; however, they did not report less willingness to work oil the activity either alone or with a friend.