Design feedback conditions in which students feel understood, respected, and invited to actively process feedback, supporting emotion regulation¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article recommends that teachers and instructors consciously design feedback conditions supporting both cognitive and emotional processing: feedback should focus on the task and process, emphasize what is going well, provide suggestions for improvement, and avoid an aggressive, disrespectful, or fatalistic tone. It stresses dialogue so students "feel understood and respected," teacher empathy, giving feedback a functional role, and allowing students space to make sense of it, creating "shared responsibility" between teachers and students.

Design Implications¶

Context¶

Requirements¶

• Teachers and instructors able to apply established feedback guidance and engage in dialogue with students

Constraints¶

• It is not the instructor's role to act directly on students' emotions; feedback design is an indirect means of supporting them
• Asking teachers and nursing professionals to ensure application of emotion regulation strategies might be difficult

Target Learners¶

• nursing students during internships
• higher education students receiving feedback

Target Learning Goals¶

• constructive cognitive and emotional processing of feedback
• sustained motivation and learning-oriented behavior

Affordances¶

• Integrated Model Internship Feedback Processing Nursing

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 [+W]
• 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 [+W]
• Students regulate feedback emotions through a three-step process: experiencing emotion, reconnecting to the profession, and processing emotion and information [+W]
• 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 [+W]

Related Strategies¶

• Positive Classroom Climate
• Set Aside Your Own Reaction
• Creating Space for Student Reflection in PBL

Examples¶

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Key Sources¶

• 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