Emotions and Receptivity to Instructional Feedback in Higher Education Contexts

• In Event: Measuring and Regulating Emotions in Diverse Learning Contexts

Abstract

This research investigated the relationship between emotions and receptivity to instructional feedback and their contributions to explaining students’ academic success in higher education contexts. Data were collected from 312 undergraduate students from state universities in Turkiye. Canonical correlation and multiple regression analyses were performed to unravel the hypothesized relations. Results revealed that higher levels of behavioral engagement, cognitive engagement, experiential attitudes, and instrumental attitudes towards feedback were associated with higher levels of positive emotions. However, higher levels of negative emotions were associated with lower levels of feedback receptivity dimensions. Besides, students had higher GPAs when they experienced more hope while studying their courses. The findings might provide implications for instructional interventions on improving feedback receptivity to nurture students’ positive emotions.

Author

• Basak Calik, Istanbul Medeniyet University