Feedback plays a key role in the improvement of university students' learning (Grion & Serbati, 2019). Emotions are one of the most influential elements of the feedback process (Bharuthram & van Heerden, 2022). Emotions represent an important and unavoidable sphere of student learning as they positively and/or negatively influence the process of knowledge acquisition by hindering or promoting the ability to receive, understand and/or deliver feedback (Hill et al., 2021). In this context, this study aims to investigate the emotions generated in two cohorts of university students by three different sources of feedback. The aim is to detect the relationship between feedback, emotions and the learning process. Some considerations regarding the use of feedback in teaching university courses are then proposed as a conclusion
“OK I can do it!”: emotions felt by university students with regard to different types of feedback
Beatrice Doria
2023-01-01
Abstract
Feedback plays a key role in the improvement of university students' learning (Grion & Serbati, 2019). Emotions are one of the most influential elements of the feedback process (Bharuthram & van Heerden, 2022). Emotions represent an important and unavoidable sphere of student learning as they positively and/or negatively influence the process of knowledge acquisition by hindering or promoting the ability to receive, understand and/or deliver feedback (Hill et al., 2021). In this context, this study aims to investigate the emotions generated in two cohorts of university students by three different sources of feedback. The aim is to detect the relationship between feedback, emotions and the learning process. Some considerations regarding the use of feedback in teaching university courses are then proposed as a conclusionI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
