How to Receive Criticism: Theory and Practice from Cognitive and Cultural Approaches

Kuang, Serena Y.; Kamel-ElSayed, Suzan; Pitts, Deirdre Gernell

doi:10.1007/s40670-019-00808-z

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…Failure management -The willingness to accept advice and constructive criticism from others without resistance or defensiveness. Kuang et al (2019) -The strength and stability to cope with mistakes, disappointments, and sadness, without allowing these experiences to negatively impact one's life. Duchek (2020) Contemporary Educational Technology, 2024…”

Section: Serrat (2017)mentioning

confidence: 99%

Impacts of digital connectivity on Thailand’s Generation Z undergraduates’ social skills and emotional intelligence

Imjai,

Aujirapongpan,

Jutidharabongse

et al. 2024

CONT ED TECHNOLOGY

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Notwithstanding the pervasive utilization of digital technology in social and educational realms, an in-depth understanding and exploration of the interrelationships amongst digital connectivity, social skills, and emotional intelligence, particularly within Generation Z demographic–known for their heavy reliance on digital platforms–remains elusive. This study endeavors to address this gap. Applying structural equation modeling, it examined the interrelationships between digital connectivity, social skills, and emotional intelligence, surveying a sample of 518 Generation Z students (comprising 77.61% females, 20.64% males, and 1.74% non-binary) across various academic years and disciplines at a university located in Southern Thailand. PLS-SEM software was employed to evaluate the structural model and substantiate the research hypotheses. Our findings suggest that digital connectivity did not detrimentally impact social skills. However, it negatively influenced emotional intelligence among Generation Z students, observable both at the operational level and in terms of fostering the capacity to regulate one’s own and others’ emotional states. Despite this, social skills proved to significantly enhance emotional intelligence. The same consistent pattern of a positive and significant influence is observed when testing the indirect effect of digital connectivity on emotional intelligence through social skills. Furthermore, it was found that robust and effective digital connectivity could potentially bolster understanding and management of emotions in the digital age, much like well-developed social skills. Hence, this study provides substantial insights into the nuanced impacts of digital connectivity on the social and emotional development of Generation Z students.

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Section: Serrat (2017)mentioning

confidence: 99%

Impacts of digital connectivity on Thailand’s Generation Z undergraduates’ social skills and emotional intelligence

Imjai,

Aujirapongpan,

Jutidharabongse

et al. 2024

CONT ED TECHNOLOGY

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show abstract

“…While course evaluations do provide a possible means to improve teaching practices, concern over student biases regarding instructor race and gender, among other factors, and the evidence that students’ evaluation of their own learning can be poorly correlated with actual learning, may decrease trust in student opinion. However, skepticism tends to focus on the use of numerical rankings and aggregate data for the use of institutional evaluation of instructors, with less seeing student evaluations as wholly uninformative. ,− Besides, text-based student feedback can be valuable for the inclusion of student voices from all socioeconomic and educational backgrounds in teaching practices. ,, If instructors are aware of these pitfalls and their own possible biases in reading evaluations, , then clear, interpretable reports on student sentiment ought to be sought as a valuable tool to improve course quality.…”

Section: Introductionmentioning

confidence: 99%

“…1,19−21 Besides, text-based student feedback can be valuable for the inclusion of student voices from all socioeconomic and educational backgrounds in teaching practices. 14,20,21 If instructors are aware of these pitfalls and their own possible biases in reading evaluations, 22,23 then clear, interpretable reports on student sentiment ought to be sought as a valuable tool to improve course quality.…”

Section: ■ Introductionmentioning

confidence: 99%

Enhancing the Value of Large-Enrollment Course Evaluation Data Using Sentiment Analysis

Hoar,

Ramachandran,

Levis-Fitzgerald

et al. 2023

J. Chem. Educ.

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In education, space exists for a tool that valorizes generic student course evaluation formats by organizing and recapitulating students' views on the pedagogical practices to which they are exposed. Often, student opinions about a course are gathered using a general comment section that does not solicit feedback concerning specific course components. Herein, we show a novel approach to summarizing and organizing students' opinions as a function of the language used in their course evaluations, specifically focusing on developing software that outputs actionable, specific feedback about course components in large-enrollment STEM contexts. Our approach augments existing course review formats, which rely heavily on unstructured text data, with a tool built from Python, LaTeX, and Google's Natural Language API. The result is quantitative, summative sentiment analysis reports that have general and component-specific sections, aiming to address some of the challenges faced by educators when teaching large physical science courses.

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How to Receive Criticism: Theory and Practice from Cognitive and Cultural Approaches

Cited by 2 publications

References 7 publications

Impacts of digital connectivity on Thailand’s Generation Z undergraduates’ social skills and emotional intelligence

Impacts of digital connectivity on Thailand’s Generation Z undergraduates’ social skills and emotional intelligence

Enhancing the Value of Large-Enrollment Course Evaluation Data Using Sentiment Analysis

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