Deconstructing Constructive Criticism: The Nature of Academic Emotions Associated With Constructive, Positive, and Negative Feedback

• In Event: Antecedents and Consequences of Emotions in Learning

Abstract

Examining undergraduates’ (n = 270) perceptions of constructive criticism, a ubiquitous learning experience but under-studied topic in educational research, revealed that nearly all students described constructive feedback as having an element of improvement, with several adding aspects such as needing for feedback to be delivered in a positive (or, less often, negative) manner. Second, students’ self-reported emotions after receiving constructive, positive, and negative feedback differed, indicating that constructive criticism is distinguishable from positive and negative feedback. Third, results indicated that feedback-seekers (as identified by responses to items assessing pre-feedback emotions) felt more positive and less negative emotions than feedback-avoiders after constructive and positive feedback. Following negative feedback, the groups differed only on the anger factor with feedback-seekers reporting less anger.

Authors

• Carlton Jing Fong, The University of Texas - Austin

• Jayce R. Warner, The University of Texas - Austin

• Kyle M. Williams, The University of Texas at Austin

• Ling-Hui Chen, The University of Texas - Austin

• Diane L. Schallert, The University of Texas - Austin

• Zachary H. Williamson, The University of Texas - Austin