In this study, we investigated the relationship between peer feedback and achievement emotions among 53 students who were from two classes of an elective general education course. Peer feedback was implemented as an essential element of task-based learning activities. Results showed an important role of the effectiveness of peer feedback in affecting students’ achievement emotions. Implications are discussed in relation to literature and to teachers' practice in the HE classroom. Copyright © 2018 Advance HE.
|Publication status||Published - Jul 2018|