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Exploring Links Between Instructional Feedback and Emotions
Mon, April 20, 4:05 to 6:05pm, Virtual RoomSession Type: Symposium
Abstract
The objective of this symposium is to synthesize recent research on the complex relations between instructional feedback, the emotions it elicits, and meaningful educational outcomes. This session will bring together an international team of leading experts in the field who will share current empirical studies and theoretical overviews of different contingencies among feedback, emotions, and student achievement. Scholars from the US, Austria, Germany, Switzerland, and New Zealand will consider feedback, emotions, and student achievement from both pedagogical and psychological perspectives, offering avenues for future research and suggesting ways for practical implementation. The session will focus on instructional and theoretical implications of findings and will attempt to systematize research describing the complexity of relations among feedback, emotions, and student outcomes.
Sub Unit
Chairs
Anastasiya A. Lipnevich, Queens College and the Graduate Center of the City University of New York
Jeffrey K. Smith, University of Otago
Papers
Performance Feedback and Emotions: Presenting a Comprehensive Model - Thomas Goetz, University of Vienna; Anastasiya A. Lipnevich, Queens College and the Graduate Center of the City University of New York; Maike Krannich, Universität Zürich; Katarzyna Gogol
Should I Grade or Should I Comment? Links Among Feedback, Emotions, and Performance - Anastasiya A. Lipnevich, Queens College and the Graduate Center of the City University of New York; Dana Murano, ACT, Inc.; Maike Krannich, Universität Zürich; Thomas Goetz, University of Vienna
Teacher Response to Student Performance Predicting Future Performance and Student Enjoyment: Findings and Methodological Guidelines for Longitudinal Analyses - Felix Suessenbach, University of Munich; Reinhard Pekrun, University of Essex
Discrete Emotions in Summative Feedback: Differentiated Effects of Anger, Enjoyment, and Boredom When Assigning Grades - Carolin Schwab, University of Munich; Anne C. Frenzel, University of Munich (LMU)
Understanding the Emotional Dynamics of Feedback - Rick Stiggins, Michigan State University; Jeffrey K. Smith, University of Otago