The Affective Effect: Exploring Undergraduate Students' Emotions in Giving and Receiving Peer Feedback

Autor/inn/en	Bharuthram, S.; van Heerden, M.
Titel	The Affective Effect: Exploring Undergraduate Students' Emotions in Giving and Receiving Peer Feedback
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 3, S.379-389 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Heerden, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2040567
Schlagwörter	Undergraduate Students; Peer Evaluation; Feedback (Response); Emotional Response; Positive Attitudes; Self Concept; Student Experience; Foreign Countries; Psychological Patterns; Peer Relationship; South Africa + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Selbstkonzept; Studienerfahrung; Ausland; Peer-Beziehungen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	While the peer feedback process has an important role to play in student learning and has many benefits, it is not without its challenges. One of these is the effect that emotions may have on the way that students engage with the feedback. Yet, the specific emotions experienced during peer feedback is relatively under-explored. Therefore, this exploratory qualitative study unpacks the range of emotions experienced by students during peer feedback. Using Plutchnik's Wheel of Emotions to analyse students' questionnaire responses, the study found that students largely exhibited positive emotions, which may be due to their perceptions of themselves in relation to the process, as well as the various scaffolds put in place. Knowing which emotions students experienced during peer feedback may enable a greater understanding of the role of emotions in peer feedback, as well as enabling student feedback literacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01