The role of students’ emotions in formal feedback situations
The role of students’ emotions in formal feedback situations
复制标题
DOI：
10.1080/13562510801923195
复制
发表时间：
2008-04
影响因子：
2.6
通讯作者：
S. Värlander
中科院分区：
文献类型：
--
作者：
S. Värlander
A growing, but still relatively small body of research underscores the importance of attending to students’ experiences and emotions in higher education. One specific context in which emotions have a focal role is formal feedback situations. The aim of this paper is to provide a literature overview on the role of emotions, in sociology in general and learning in particular, and to draw on this literature in order to tentatively suggest how the role of students’ emotions can increasingly be accounted for in the context of feedback situations. The claim of the paper is that emotions should not be considered as hindering learning. Rather, it underlines the focal role of emotions in learning as being a natural part of it. The paper suggests that learning activities such as ‘feedback preparation activities’ and ‘feedback-on-the-feedback’ can be helpful in order to acknowledge students’ emotions in formal feedback situations.
