Exploring Links Between Feedback, Emotions, and Behavioral Engagement in Secondary School Singaporean Students (Poster 27)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Feedback, Teacher Support, and Instructional Approaches

Abstract

The study examined the longitudinal relationships among emotions, appraisals, and behavioral engagement with feedback in 314 Singaporean secondary students. Over four waves, emotions, evaluations, and receptivity to feedback were assessed after writing assignments. Repeated Measures ANOVA showed variations in enjoyment, pride, excitement, anxiety, and shame but no significant differences in behavioral engagement or overall positive and negative affect. Latent growth models revealed a decrease in enjoyment, pride, hope, and excitement, while anxiety and shame varied by initial levels. Gender differences and changes in feedback receptivity were noted. Cross-lagged panel analysis indicated high stability in the reciprocal influence of emotions and engagement over time. Findings highlight the links among emotions, appraisals, and engagement with feedback.

Authors

• Carolina Lopera-Oquendo, City University of New York

• Anastasiya A. Lipnevich, City University of New York

• Basak Calik, Istanbul Medeniyet University

• Luofan Shu, Graduate Center - CUNY

• Hui Yong Tay, National Institute of Education - Nanyang Technological University