Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback

Fong, Carlton J.; Warner, Jayce R.; Williams, Kyle M.; Schallert, Diane L.; Chen, Linghui; Williamson, Zachary H.; Lin, Shengjie

doi:10.1016/j.lindif.2016.05.019

Cited by 47 publications

(32 citation statements)

References 38 publications

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“…Similarly, gender did not give rise to differences in the students' perception of the logbook, which is in line with Fong et al (2016) [55]. However, there were marked differences in the participation rates in this study between female and male students, particularly in the sixth-year, with a larger number of females being involved (82.4% and 32.4%, respectively, as shown in Table 1).…”

Section: Gendersupporting

confidence: 81%

Using Logbooks to Enhance Students’ Learning: Lessons From a Mixed-methods Study in an Undergraduate Surgical Rotation

Omer

2021

Sudan JMS

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Background: Logbooks are frequently used in medical education to enhance and monitor students’ learning. However, some barriers that may diminish their benefits have been reported. This study aims to evaluate the usefulness of logbooks to students’ learning and identify the factors, which may contribute to their outcomes in learning milieus. Methods: The study used a mixed-methods approach. Quantitative and qualitative data were collected from the medical students in the fourth- and sixth-year classes and their teachers in the department of surgery at the Faculty of Medicine at University of Tabuk in the academic year 2016–2017. Data were collected using questionnaires, focused group discussions, and personal interviews. Results: Eighty-nine (49 fourth year and 40 sixth year) students and six teachers participated in the study. Logbooks were perceived as useful to students’ learning by 83.3% of the teachers and 75.3% of the students. Logbooks enhanced students’ learning through identification of areas of weaknesses, encouraged seeing more patients’ problems and reading in-depth about some topics, and improved students’ writing skills. Barriers to learning from logbooks included poor-quality feedback, no opportunities for feedback discussion, and unfair marking. Differences in the students’ perceptions of the usefulness of logbooks were observed based on their learning stage. Conclusion: Logbooks are useful to students’ learning in many aspects; however, certain factors could diminish their benefits. Students’ attitude toward the logbook was more favorable during their early clinical experience. Faculty development programs and careful supervision of students’ work may improve the outcome of logbooks in clinical placements. Keywords: logbooks, clinical teaching, written feedback, surgery, Saudi Arabia

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Section: Gendersupporting

confidence: 81%

Using Logbooks to Enhance Students’ Learning: Lessons From a Mixed-methods Study in an Undergraduate Surgical Rotation

Omer

2021

Sudan JMS

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“…But this question is also theoretically relevant. For instance, another plausible explanation of the evaluative recall bias is that evaluative comments preferentially capture attention, perhaps because these comments can feel destructive where directive feedback feels constructive (Fong et al, 2016). Studies from many areas of psychological science…”

Section: Resultsmentioning

confidence: 99%

A memory advantage for past-oriented over future-oriented performance feedback.

Nash¹,

Winstone²,

Gregory³

et al. 2018

Journal of Experimental Psychology: Learning, Memory, and Cogni

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People frequently receive performance feedback that describes how well they achieved in the past, and how they could improve in future. In educational contexts, future-oriented (directive) feedback is often argued to be more valuable to learners than past-oriented (evaluative) feedback; critically, prior research led us to predict that it should also be better remembered. We tested this prediction in six experiments. Subjects read written feedback containing evaluative and directive comments, which supposedly related to essays they had previously written (Experiments 1-2), or to essays another person had written (Experiments 3-6). Subjects then tried to reproduce the feedback from memory after a short delay. In all six experiments, the data strongly revealed the opposite effect to the one we predicted: despite only small differences in wording, evaluative feedback was in fact recalled consistently better than directive feedback. Furthermore, even when adult subjects did recall directive feedback, they frequently misremembered it in an evaluative style. These findings appear at odds with the position that being oriented toward the future is advantageous to memory. They also raise important questions about the possible behavioral effects and generalizability of such biases, in terms of students' academic performance. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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“…According to the process model of constructive criticism, the properties for a message to be perceived as constructive criticism include being well-intentioned, appropriate targeting and provide guidance for improvement [ 105 ], which appear to suggest a specific profile for comments to be construed as constructive criticism. Another study also similarly found an overwhelming consensus across an undergraduate sample in perceptions of constructive criticism where definitions nearly always included an element of improvement, which was noted to suggest an understanding of constructive criticism messages as intending to improve performance [ 106 ]. Hence, the present finding, along with those from previous studies, suggest that the tendency to perceive criticism as constructive may be more contingent on characteristics of the message itself and the relational context due to the mostly unambiguous nature of messages of constructive criticism.…”

Section: Discussionmentioning

confidence: 99%

A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA

et al. 2021

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Parents play a primary and crucial role in emotional socialisation processes in children where individuals learn the expression, understanding and regulation of emotions. Parenting practices and dimensions of the parent-child relationship have been associated with social and emotional processes in children. As criticism involves negative emotional reactions and emotion regulation, the parent-child relationship is likely to influence an individual’s perception and response to criticism. Hence, the present study investigated the relationship of parental bonding and the perception and response to criticism in three different countries–Singapore, Italy and USA. Adult participants (n = 444) completed the Parental Bonding Inventory (PBI) and measures of criticism. Parental care, overprotection and country were found to be significant predictors of a tendency to perceive criticism as destructive. Higher levels of parental care predicted a lower tendency to perceive criticism as destructive while higher levels of parental overprotection predicted a higher tendency to perceive criticism as destructive. US American participants were found to have a significantly higher tendency to perceive criticism as destructive compared to Italian and Singaporean participants. The findings align with past research on the role of the parent-child relationship in the socio-emotional development of children as well as providing insight into a specific aspect in social interaction; perception and response to criticism, being affected. Future studies can look to investigate this relationship further in different countries in light of cultural variation in parenting styles and emotion experience, expression and regulation.

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Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback

Cited by 47 publications

References 38 publications

Using Logbooks to Enhance Students’ Learning: Lessons From a Mixed-methods Study in an Undergraduate Surgical Rotation

Using Logbooks to Enhance Students’ Learning: Lessons From a Mixed-methods Study in an Undergraduate Surgical Rotation

A memory advantage for past-oriented over future-oriented performance feedback.

A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA

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