Face Threat Mitigation in Feedback: An Examination of Student Feedback Anxiety, Self-Efficacy, and Perceived Emotional Support

Hadden, Alexis A.; Frisby, Brandi N.

doi:10.1080/01463373.2018.1531043

Cited by 17 publications

(9 citation statements)

References 41 publications

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“…EVM is a well-established technique for examining the causal effect of variables and allows greater control over, as well as independence of, the manipulated variables In line with Behrens and Patzelt (2016) we felt it was more important to clearly define specific independent variables that would, in the typical work setting be perhaps highly correlated with one another. Other scholars interested in communication strategies, the delivery of feedback as well as face have used a similar approach (e.g., Hodgins and Liebeskind, 2003 ; Belschak and Hartog, 2009 ; Ruppel, 2018 ; Hadden and Frisby, 2019 ; King et al, 2019 ; Shepherd et al, 2019 ; Bolino et al, 2022 ; Ellis, 2022 ). We followed the best practices described by Aguinis and Bradley (2014) .…”

Section: Methodsmentioning

confidence: 99%

The consequences of face-threatening feedback on innovators’ psychological safety, affect, and willingness to engage in future innovation projects

Daly

Sætre

2023

Front. Psychol.

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While there is substantial research on how firms successfully end project initiatives deemed unsuitable for them very few studies focus on how leaders and managers communicate termination messages. Drawing from politeness theory and organizational support theory we explore the impact termination messages varying in face sensitivity have on innovators’ feelings of psychological safety, affect, and their willingness to continue to innovate We find that face-threatening messages significantly and negatively affect innovators’ psychological safety, affect, and willingness to further innovate. The negative effects are amplified when innovators feel high commitment to their projects.

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Section: Methodsmentioning

confidence: 99%

The consequences of face-threatening feedback on innovators’ psychological safety, affect, and willingness to engage in future innovation projects

Daly

Sætre

2023

Front. Psychol.

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“…Feedback cannot be conducted in an educational environment without involving emotion (Hadden and Frisby, 2019). The act of providing feedback is inherently face-threatening (Witt and Kerssen-Griep, 2011;Brummernhenrich and Jucks, 2016;Hadden and Frisby, 2019). There is no doubt that negative feedback may pose a threat to the rapport between feedback givers and recipients.…”

Section: Introductionmentioning

confidence: 99%

Multi-layered e-feedback anxiety: An action research study among Chinese learners using peer feedback activities in an academic writing course

Xue

Yang

et al. 2023

Front. Psychol.

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There is a gradual increase in the use of e-feedback in higher education, but issues regarding learners’ anxiety remain unresolved. In light of the learners’ anxiety, e-feedback would essentially become a formality if they are not proactive in providing constructive feedback. This action research examines three cycles of e-feedback activities performed by 12 doctoral students in an academic writing course in a public university in Macau, China. Specifically, the e-feedback activity involved a comprehensive use of various new educational technology tools, namely Moodle, WeChat and Rain Classroom. This study reveals that the causes of students’ anxiety when using e-feedback are multi-layered, mainly from the use of smartphones as a communication medium for conducting formal learning activities and the lack of interpersonal and English skills for conveying their thoughts when providing e-feedback. The traditional Chinese culture about the importance of “face” and interpersonal harmony also has impacts on learners’ e-feedback delivery. These findings shed new lights on pedagogical practice in higher education.

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“…Feedback is critical for students’ successful learning [ 1 ], as providing effective feedback can improve their self-efficacy beliefs and boost their learning effectiveness [ 2 ]. Bandura (1986) stressed that many students experience learning difficulties in school not because they are incapable of performing successfully, but rather because they are incapable of believing that they can perform successfully [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

“…Encouraging feedback has a positive effect on students’ self-efficacy [ 2 ], and in the field of language learning, self-efficacy is an important predictor of learner performance and behavior [ 11 , 12 ]. However, most EFL learners do not seem to have a high self-efficacy belief about learning English [ 13 , 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

“…Since the unconscious mind is more powerful than the conscious one [ 36 ], we focused on needs and assumptions with specific arguments; that is, if encouraging feedback is delivered to EFL learners as subconscious information, their self-efficacy beliefs about EFL learning will be significantly enhanced. Given the positive effect of encouraging feedback on students’ self-efficacy [ 2 ], establishing an effective subconscious feedback mechanism in language learning is a vital part of the educational environment. As such, we conducted three studies to shed light on the relationship between critical elements of language learning: (1) EFL students’ self-efficacy beliefs, and (2) their inclination to challenge themselves in EFL learning.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing EFL Learners’ Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How

Chen

Hsu

2022

Behavioral Sciences

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Encouraging feedback positively affects learners’ self-efficacy; in language learning, self-efficacy predicts language learner performance and behavior. Our research involved three studies to expand knowledge about why and how we can enhance English as a Foreign Language (EFL) learners’ self-efficacy beliefs in online settings. In Study 1, based on an online survey with 310 participants, we ascertained the extent to which EFL learners with greater self-efficacy tend to challenge themselves by learning content that requires a proficiency level that is higher than their current proficiency. In Study 2, we recruited 120 EFL learners; the results indicate that positive feedback via emojis embedded in online courses could significantly boost EFL learners’ self-efficacy beliefs about learning English. Study 3 involved 35 participants and extended the understanding provided by the first two studies, showing that EFL learners not only like to use emojis for computer-mediated communication (CMC), but also prefer to receive them as feedback. This research adds to knowledge on “why” and “how” we can enhance EFL learners’ self-efficacy beliefs in online contexts. We systematically provide empirical evidence regarding the aforementioned issues and demonstrate that positive feedback through emojis has great potential to enhance EFL learners’ self-efficacy, even when such feedback is subliminal.

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Face Threat Mitigation in Feedback: An Examination of Student Feedback Anxiety, Self-Efficacy, and Perceived Emotional Support

Cited by 17 publications

References 41 publications

The consequences of face-threatening feedback on innovators’ psychological safety, affect, and willingness to engage in future innovation projects

The consequences of face-threatening feedback on innovators’ psychological safety, affect, and willingness to engage in future innovation projects

Multi-layered e-feedback anxiety: An action research study among Chinese learners using peer feedback activities in an academic writing course

Enhancing EFL Learners’ Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How

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