The type and intensity of emotions students experience in feedback situations depend on feedback focus (task vs person) and valence, in interplay with context and student characteristics¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Positive person-focused feedback caused pleasant emotions with high intensity; negative person-focused feedback caused unpleasant activating emotions such as anger, shame and anxiety with high intensity, plus deactivating emotions like sadness and hopelessness. → Feedback processing and emotion regulation in nursing students during internship 2022 q2 i? Negative task-focused feedback generated shame and anxiety, or hope when students were given or identified clues for improvement. → Feedback processing and emotion regulation in nursing students during internship 2022 (2)

Evidence¶

Feedback processing and emotion regulation in nursing students during internship 2022¶

Feedback processing and emotion regulation in nursing students during internship. (2022). https://eric.ed.gov/?q=feedback+processing+and+emotion+regulation+in+nursing+students+during+internship

q2 · i? · qualitative · r3

In the same interview study, thematic analysis of feedback interpretation showed emotion type varied with feedback focus and valence. The article reports negative person-focused feedback "caused unpleasant and activating emotions such as anger, shame, anxiety, and surprise with a high intensity."

"Negative feedback that focused on the students’ person caused unpleasant and activating emotions such as anger, shame, anxiety, and surprise with a high intensity; it also generated unpleasant and deactivating emotions like sadness, disappointment, and hopelessness"

Feedback processing and emotion regulation in nursing students during internship 2022 (2)¶

Feedback processing and emotion regulation in nursing students during internship. (2022). https://eric.ed.gov/?q=feedback+processing+and+emotion+regulation+in+nursing+students+during+internship

q2 · i? · qualitative · r3

Thematic analysis of the same interviews found task-focused negative feedback could yield hope when improvement clues were present. The article states such feedback generated "pleasant and activating emotions like hope if the students were given or identified clues for improvement."

"Negative feedback that focused on the task generated unpleasant and activating emotions like shame and anxiety, or pleasant and activating emotions like hope if the students were given or identified clues for improvement."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Students' decisions about feedback diverge by agreement and emotion type: agreeing with negative feedback with deactivating emotions lowered self-esteem and produced defensive behaviors, while disagreeing led to mastery-proving or defeatist resistance depending on whether emotions were activating or deactivating — related
• Negative emotions are not uniformly detrimental; differentiation by valence, arousal, and object focus is needed — a broader claim this one bears on
• Under situationally increased self-enhancement motivation, people prefer positive feedback regardless of its perceived accuracy — related
• Nursing students experience a wide range of achievement emotions, including joy, hope, pride, gratitude, surprise, contentment, disappointment, shame, anxiety, anger, sadness and hopelessness, during internship feedback situations — related