Exploring the emotions of international students about their feedback experiences

Olave-Encina, Karen; Moni, Karen; Renshaw, Peter

doi:10.1080/07294360.2020.1786020

Cited by 10 publications

(6 citation statements)

References 50 publications

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“…Recent studies also suggest that negative emotions induced by feedback have worse effects than just impacting students' use of feedback [15,20]. Negative emotions consistently hinder long-term learning [24] and may even affect students' identity and career decision-making [25][26][27]. Negative emotions also affect students' attitudes toward teachers and may lead to avoidance of teacher-student interactions [28].…”

Section: Feedback and Emotionmentioning

confidence: 99%

Unpacking the Complexities of Emotional Responses to External Feedback, Internal Feedback Orientation and Emotion Regulation in Higher Education: A Qualitative Exploration

Yang

Liu

et al. 2023

Systems

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Research suggests that unpleasant emotions induced by feedback may reduce its efficiency in enhancing students’ performance, which is a crucial issue to address in education. In the context of Chinese language instruction in higher education, this study sought to investigate how students regulate their emotions as a result of feedback through the lens of individuals’ feedback orientation. In light of the feedback orientation lens and its conceptual framework, we applied in-depth qualitative interviews to explore how students experienced feedback, the negative emotions they experienced, and the emotion regulation strategies they used. Eleven undergraduates across years one to five joined our in-depth interviews. Students reported negative emotions when they received feedback that did not live up to their expectations or was unrealistic for them to accept. However, students’ feedback orientation supported their emotion regulation techniques, which in turn supported students’ adaptive feedback processing to interpret and take action to use feedback for academic performance improvement. Students also actively sought further teacher feedback or peer support to deal with a wide range of negative emotions. These findings imply the significance of fostering in students a high level of feedback orientation and the necessity of additional empirical investigation into the relationships between feedback orientation and emotional well-being in higher education. By shedding light on how students regulate the emotions that external feedback causes in them, the study adds valuable qualitative findings to the existing literature on positive psychology research in terms of emotions and emotion regulation. It also emphasizes how crucial students’ personal feedback orientation is for improving emotional well-being in the context of feedback.

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Section: Feedback and Emotionmentioning

confidence: 99%

Unpacking the Complexities of Emotional Responses to External Feedback, Internal Feedback Orientation and Emotion Regulation in Higher Education: A Qualitative Exploration

Yang

Liu

et al. 2023

Systems

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“…Some of these barriers result in the lack of recognition of feedback, others in low quality of feedback, non-receptivity by the learner, or avoidance of provision of feedback. Barriers presented in Table 4 usually demotivate and/or embarrass the learner, and may lead to an emotional response [5,13,27,28,53,54]. The usual working memory of a person retains only 7 ± 2 items at any given time [21] but works the best with 3 ± 1 items at a time [55].…”

Section: Barriers To Efficacy Of the Provided Feedbackmentioning

confidence: 99%

“…Elements of effective feedback are presented in Figure 2 (data extrapolated from [2,[4][5][6][7][8][9][10][11][13][14][15][16][17][18][19]21,22,26,27,29,31,32,[35][36][37][38][39][40]42,43,[46][47][48][50][51][52][53][54][59][60][61]), with a mention that continuous longitudinal feedback is the best [26]. Some elements of effective feedback are regularly iterated, but they are not always black and white.…”

Section: Elements Of Effective Feedbackmentioning

confidence: 99%

“…The learner's solicitation of feedback may be inhibited, particularly in the earlier stages of development, due to the fear of criticism on suboptimal competencies [16]. Additionally, clinical teaching relying only on learner-solicited feedback may result in feedback being requested only when the learner is of opinion that they have done well or from an instructor they believe will provide only positive feedback, ultimately resulting in false economy and impediments in learning [14,27,54].…”

Section: Who Can Initiate the Feedback Sessionmentioning

confidence: 99%

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Use of Effective Feedback in Veterinary Clinical Teaching

Carr,

Kirkwood,

Petrovski

2023

Encyclopedia

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Feedback is essential for the development of veterinary medical learners. This review explores the theory and practical use of feedback in the modern clinical teaching environment. Our purpose is to assist veterinary teaching institutions engage in effective feedback exchange between instructors and learners. Based on literature evidence, quality feedback requires training for both learners and instructors. Effectively executed feedback should be a powerful learning and teaching tool in the development of competencies of the learner. Following the theoretical discussion, we propose a method for delivering scheduled feedback sessions to veterinary medical learners. This differs from ‘on-the-go’ feedback during each clinical encounter, which we have discussed in a previous article related to the use of the five microskills in clinical teaching.

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“…In this case, technical element of writing might be missing when the students fail to perform their ability in utilizing library for their thesis writing. This problem leads to anxiety in browsing sources, reading materials, citing references, and summarizing contents which are important parts of thesis writing (Jan, Anwar, & Warraich, 2020;Olave-Encina et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Measuring Anxiety Towards Research and Thesis Writing Among Islamic College Students: A Mixed-Methods Study

Mudra¹,

Sastria²

2023

tar

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It is unquestionable that research and thesis writing anxiety has negative impacts on academic success. Such academic anxiety needs a serious concern by measuring it as a beginning step to determine appropriate research and thesis writing strategies. Therefore, this study aimed at measuring the types and levels concerning anxiety towards research and undergraduate thesis writing among students in an Islamic college. Through a mixed-methods design, 450 students from various majors at a state-owned college were asked to complete a questionnaire and 10 students were involved in a semi-structured interview. The quantitative data were analyzed by determining means, SD, and frequency levels and a content analysis was applied to analyze qualitative data. The results revealed perceived utility and competence as the most common type experienced by students during a field research and thesis writing. On the other hand, the students are able to work with library-related practice as it has the lowest mean score. Regarding qualitative result, it is stated that there are problem that emerge during the field research and thesis writing, including fear of writing, library, statistics, and field research. Fortunately, the students are able to cope with the problems by undertaking several related strategies, including conducting regular practice, comprehending online resources, and utilizing online application. In short, it is implied that such academic anxiety can be avoided by the students and it is recommended that future research has to focus on determining research and thesis writing strategies.

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Exploring the emotions of international students about their feedback experiences

Cited by 10 publications

References 50 publications

Unpacking the Complexities of Emotional Responses to External Feedback, Internal Feedback Orientation and Emotion Regulation in Higher Education: A Qualitative Exploration

Unpacking the Complexities of Emotional Responses to External Feedback, Internal Feedback Orientation and Emotion Regulation in Higher Education: A Qualitative Exploration

Use of Effective Feedback in Veterinary Clinical Teaching

Measuring Anxiety Towards Research and Thesis Writing Among Islamic College Students: A Mixed-Methods Study

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