Date of Award:

12-2026

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Communication Studies and Philosophy

Committee Chair(s)

John Seiter

Committee

John Seiter

Committee

Timothy Curran

Committee

Beth Buyserie

Abstract

This study examined how different types of teacher feedback (i.e., expressed pride, expressed disappointment, and near-neutral feedback) impact students’ motivation to learn and self-esteem. It also explored whether such effects vary depending on students' personality and how connected they feel to their teacher. Undergraduate students (N = 221) imagined receiving feedback from a teacher and completed surveys assessing their motivation, self-esteem, sociotropy, and connectedness with the teacher. The results showed that feedback expressing disappointment lowered students' self esteem compared to expressing pride and lowered students' motivation compared to near neutral feedback. Although sociotropy (i.e., dependence on others' approval) and teacher student connectedness did not affect how feedback influenced outcomes, students who felt more connected to their teacher generally reported higher motivation and self-esteem. Moreover, students lower in sociotropy were more motivated when they felt a strong connection to their teacher. These findings highlight the importance of feedback in educational settings. Specifically, expressed disappointment may have negative effects, while expressed satisfaction or pride can have positive effects depending on the educators’ goals.

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