This paper employs Pierre Bourdieu's cultural capital theory to examine the extent to which students' cultural capital is related to teacher-student interaction in the context of feedback. The study uses PISA (2018) data to implement multilevel modelling for each participating country. The findings show that objectified and embodied components of cultural capital have a positive and statistically significant effect on students' perception of feedback across all countries. Institutionalised cultural capital, however, has no significant effect in most countries. Furthermore, the findings show that boys perceived receiving considerably more feedback than girls. Recommendations for future studies and implications for theory, practice and policy are discussed.

本文运用皮埃尔·布迪厄的文化资本理论来考察学生的文化资本在反馈语境下与师生互动的相关程度。该研究使用 PISA (2018) 数据为每个参与国实施多级建模。研究结果表明，文化资本的客观化和具身化成分对所有国家的学生对反馈的看法都有积极和统计显着的影响。然而，制度化的文化资本在大多数国家没有显着影响。此外，调查结果表明，男孩认为收到的反馈比女孩多得多。讨论了对未来研究的建议以及对理论、实践和政策的影响。