Teacher feedback has the potential to promote student achievement. However, the literature suggests that students' emotional reactions may prevent them from effectively using feedback. This quantitative study will examine the relationship between feedback orientation (FO) and academic emotions in the learning context. FO is a construct consisting of multiple dimensions of students' feedback perception that work together to determine an individual's overall receptivity to feedback. Specifically, we examined the relationships between emotions (positive vs. negative) and the following dimensions of feedback orientation: students' perceived capability to use feedback (feedback self-efficacy), perceived social value (feedback social awareness), and usefulness (feedback utility) based on the Control-Value Theory (Pekrun, 2006). The Feedback Orientation Scale in education (Yang et al., 2014) and Learning-related Academic Emotions Scale (a Short Form, Yang, 2019) were administered to 289 Filipino university students (Female n=210, 72.7%). All feedback orientations were positively correlated with joy and negatively associated with anxiety and shame. Path analysis revealed that feedback self-efficacy is the strongest predictor of positive emotions. We will discuss implications to research on feedback and academic emotions. Copyright © 2021 HKERA - APERA International Conference.
|Publication status||Published - Dec 2021|
|Event||HKERA-APERA International Conference 2021 = 2021香港教育研究學會暨亞太教育研究學會國際會議 - , Hong Kong|
Duration: 09 Dec 2021 → 11 Dec 2021
|Conference||HKERA-APERA International Conference 2021 = 2021香港教育研究學會暨亞太教育研究學會國際會議|
|Period||09/12/21 → 11/12/21|