Assessing the Role of Student Feedback Orientation in Predicting Learning-Related Emotions: Insights From a Control-Value Theory Approach

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Global Insights: School Assessments and Stakeholders’ Feedback (Table 29)

Abstract

Based on the control-value theory, this study examined the relationship between students’ control-value appraisals towards teacher feedback and eight learning-related emotions. Participants were 1276 Chinese students from grades 7 to 9 from five secondary schools. Results reveal that students' perceived feedback utility (value) positively predicts positive emotions (enjoyment, hope, pride) and negatively predicts negative emotions (anger, anxiety, boredom, hopelessness, shame). Feedback self-efficacy (control) and utility significantly predict positive emotions, surpassing feedback social awareness and accountability. These findings highlight the importance of feedback orientation in shaping students' emotional experiences. Understanding these patterns can aid teachers in designing effective feedback strategies to enhance students' learning experiences by promoting positive emotions and minimizing negative emotions. Implications and future research directions are discussed.

Authors

• Lan Yang, Education University of Hong Kong

• Kam Tai KWAN, The Education University of Hong Kong