Parental and teachers` support are considered as important prerequisites for children`s learning. One important factor for children`s learning is feedback on learning outcomes and learning processes. Feedback represents information transmitted by parents or teachers with the aim to support students` learning processes and to clarify discrepancies between actual performances and learning goals (Hattie & Timperley, 2007, p. 87). Hattie (2003, p. 2) points out that feedback often relates to “aspects of one’s performance or understanding“ and can be understood as “a `consequence´ of performance“. There are different forms of feedback which can be distinguished: instructional feedback, attributional feedback, feedback based on reference norms and general feedback (e.g., positive or negative feedback). Currently, there are several studies concerning the role of parental and teachers` feedback for students` intrinsic and extrinsic motivation (e.g., Gonzales-DeHass, Willems & Holbein, 2005; Schweinle, Meyer & Turner, 2006). For example, several studies show correlations between the perception of specific types of feedback and students` intrinsic motivation (Law, 2011; Wigfield, Guthrie, Perencevich, Taboada, Klauda, McRae & Barbosa, 2008). Furthermore, teacher feedback is a significant determinant for students` autonomy behavior, students` self-determination and students` intrinsic motivation (Schweinle et al., 2006). Results of Hattie`s synthesis over meta-analyses (2009, pp. 173ff.) show that effects of positive feedback on students` learning motivation are rather low. There is a lack of studies concerning the question whether parental or teachers` feedback is more important for the development of primary school students` intrinsic and extrinsic motivation. A study of Sun and Rao (2012) reveals that parents give more often feedback on children`s learning outcomes at home than teachers in school. Still, there is a need of empirical evidence in this context on how children deal with feedback that they perceive from their parents and teachers. Also, it is not clear, how feedback acts on children`s learning processes in detail. Several studies indicate the importance of feedback for the development of children`s self-concepts and self-efficacy beliefs as parts of their self-related cognitions. Burnett (2003) pointed out that teachers` positive feedback is beneficial for children`s self-concepts in mathematics and reading. Other studies show the relevance of parental appraisals and children`s self-concepts concerning their learning processes and learning outcomes (Nurra & Pansu, 2009; Spinath, 2004).

In this context, there are hardly any studies which concern children`s perceptions of feedback. For this reason, our study examines whether primary school students` perceive more positive feedback on reading processes and reading outcomes from their parents at home or from their teachers in school. Furthermore, we investigate the relevance of primary school students` perceptions of their parental and teachers` feedback on self-related cognitions and motivation. We prove whether differences in primary school children`s reading motivation, reading self-concepts and reading self-efficacy beliefs can be predicted by their perceptions of their parental and teachers` positive feedback on reading processes. In this context, we assume that effects of children`s perceptions of their parental and teachers` feedback on their intrinsic and extrinsic motivation are moderated by their reading self-concepts and their reading self-efficacy beliefs. Probably, primary school students` perceptions of their parental and teachers` positive feedback increase or weaken their self-related cognitions. One can assume that these processes lead to effects on primary school students` intrinsic and extrinsic motivation (Eccles, 2005). 

Burnett, P. C. (2002). Teacher feedback. http://eprints.qut.edu.au/26833/2/26833.pdf Burnett, P. C. (2003). The impact of teacher feedback on student self-talk and self-concept in reading and mathematics. Journal of Classroom Interaction, 38(1), 11-16. Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). New York: The Guildford Press. Gonzales-DeHass, A. R., Willems, P. P. & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99-123. Hattie, J. (2003). Why is it so difficult to enhance self-concept in the classroom: The power of feedback in the self-concept-achievement relationship. Paper presented at the International SELF conference, Sydney, Australia. Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analysis relating to achievement. London/New York: Routledge. Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Law, Y.-K. (2011). The role of teachers` cognitive support in motivating young Hong Kong Chinese children to read and enhancing reading comprehension. Teaching and Teacher Education, 27(1), 73-84. Nurra, C. & Pansu, P. (2009). The impact of significant others` appraisals on children`s self-perceptions: What about Cooley`s assumption for children? European Journal of Psychology of Education, 24(2), 247-262. Schöne, C., Dickhäuser, O., Spinath, B. & Stiensmeier-Pelster, J. (2002). Die Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO). Göttingen: Hogrefe. Schweinle, A., Meyer, D. K. & Turner, J. C. (2006). Striking the right balance: students` motivation and affect in elementary mathematics. The Journal of Educational Research, 99(5), 271-293. Spinath, B. (2004). Determinanten von Fähigkeitsselbstwahrnehmungen im Grundschulalter. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 36(2), 63-68. Stutz, F., Schaffner, E. & Schiefele, U. (in progress). Factor structure and construct validity of a reading motivation questionnaire for elementary school students (Development of an instrument measuring reading motivation in beginning readers). Potsdam: University of Potsdam. Sun, J. & Rao, N. (2012). Scaffolding preschool children`s problem solving: A comparison between Chinese mothers and teachers across multiple tasks. Journal of Early Childhood Research, 10(3), 246-266. Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A. & Barbosa, P. (2008). The role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the schools, 45(5), 432-445.