The Role of Students' Emotions in Formal Feedback Situations

Autor/in	Varlander, Sara
Titel	The Role of Students' Emotions in Formal Feedback Situations
Quelle	In: Teaching in Higher Education, 13 (2008) 2, S.145-156 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Emotional Response; Psychological Patterns; Feedback (Response); College Students; Higher Education; Context Effect; Social Environment; Self Esteem; Learning + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziales Umfeld; Self-esteem; Selbstaufmerksamkeit; Lernen
Abstract	A growing, but still relatively small body of research underscores the importance of attending to students' experiences and emotions in higher education. One specific context in which emotions have a focal role is formal feedback situations. The aim of this paper is to provide a literature overview on the role of emotions, in sociology in general and learning in particular, and to draw on this literature in order to tentatively suggest how the role of students' emotions can increasingly be accounted for in the context of feedback situations. The claim of the paper is that emotions should not be considered as hindering learning. Rather, it underlines the focal role of emotions in learning as being a natural part of it. The paper suggests that learning activities such as "feedback preparation activities" and "feedback-on-the-feedback" can be helpful in order to acknowledge students' emotions in formal feedback situations. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10