Resumo

LARANJEIRA, Márcia  e  TEIXEIRA, Maria Odília. Teacher feedback perception and vocational self-concept. Rev. bras. orientac. prof [online]. 2016, vol.17, n.2, pp. 211-223. ISSN 1679-3390.

From a socio-cognitive perspective, the study analyzes the role of teacher feedback perceptions in perceived skills and interests in childhood. In this study took part 228 fourth grade children, who responded to the Children Activities Inventory - Revised (CAI-R) and the Teacher Feedback Scale (TFS). The trajectory analysis showed an indirect association between the effort attribution feedback and mathematical skill, and realistic and conventional interests, being the relation mediated by the respective perceptions of skills. In reading, feedback has an effect on artistic and social interests, also mediated by perceived skills. The teacher's feedback still acts as moderator of the relationship between gender, perceived skills and interests. The theoretical and practical implications of the results are discussed.

Palavras-chave : vocational development; childhood; teacher feedback; perceived skills; interests.

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