The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior

Laudel, Helena; Narciss, Susanne

doi:10.1016/j.stueduc.2023.101237

Cited by 9 publications

(4 citation statements)

References 37 publications

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“…Negative feedback items in our study elicited lower mean emotion ratings than positive feedback items, reflecting a general unhappy experience. This general negative emotional response is consistent with research indicating that negative feedback is perceived as a threat (Laudel & Narciss, 2023). In our study, negative feedback items perceived as conveying threat may lead to students disengaging from the feedback and "tuning out" if they see it as a threat to themself (Laudel & Narciss, 2023).…”

Section: Discussionsupporting

confidence: 91%

“…This general negative emotional response is consistent with research indicating that negative feedback is perceived as a threat (Laudel & Narciss, 2023). In our study, negative feedback items perceived as conveying threat may lead to students disengaging from the feedback and "tuning out" if they see it as a threat to themself (Laudel & Narciss, 2023). This may explain why there is no clear pattern of results in relation to emotion ratings to negative feedback in this study.…”

Section: Discussionsupporting

confidence: 89%

“…Not only can students' emotional responses impact their initial processing of the feedback, negative emotional responses can also detrimentally impact on subsequent engagement with the feedback (Hill et al, 2021). Laudel and Narciss (2023) suggest emotional negative responses to negative feedback are an example of threat detection, and these emotional responses can have a powerful impact on students' cognitive processing (Hill et al, 2021;Värlander, 2008). In other words, unhappy, emotional responses towards negative feedback may block subsequent engagement with feedback, while happy, emotional responses may facilitate students' engagement with their feedback.…”

Section: Emotional Barriers To Feedbackmentioning

confidence: 99%

See 2 more Smart Citations

Exploring writer vs content focused reference in written student feedback: mixed evidence from quantitative and content analysis results

Stevenson,

Mavromati,

Bartlett

et al. 2023

Preprint

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Emotional reaction to negative academic feedback can be a barrier to students’ engagement with that feedback. One factor that may impact students’ emotional response is whether the marker addresses the feedback to the student (e.g., “Your writing”) or focuses on the content (e.g., “The writing”). This exploratory study investigated how form of address in feedback impacts emotional reaction. Student participants (N=106) read simulated feedback statements that varied according to reference type (pronominal “your”, neutral “the”) and feedback polarity (positive, negative) and provided ratings for emotional response, as well as attention paid to, and usefulness. An open response question queried participants’ perceptions regarding personal or neutral address from markers in assessment feedback. There was no significant effect of reference type on quantitative feedback ratings for emotion, attention, or usefulness, but qualitative content analysis revealed that half the sample preferred neutral address, largely to mitigate the emotional impact of negative feedback. Feedback polarity had a consistent significant effect where students perceived positive feedback as higher in happy emotion and higher in usefulness compared to negative feedback. There was a more nuanced pattern for attention, where there was only a small decrease in attention for positive compared to negative feedback for neutral references. Our results flag the role of individual differences in student preferences for feedback and inform practice for educators in terms of how written feedback can be framed to facilitate engagement.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 89%

Section: Emotional Barriers To Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

Exploring writer vs content focused reference in written student feedback: mixed evidence from quantitative and content analysis results

Stevenson,

Mavromati,

Bartlett

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…However, it was not until recently that I have came to recognize and now connect my capacity for compassion and understanding for my students with my life and work experience. Transforming inward and self-compassion ( 2 ) to outward and other-compassion is critical as an educator. I have learned that when students experience being seen, they open up and trust you even more.…”

Section: Editorialmentioning

confidence: 99%

Understanding Your Own Inner Landscape as a Pathway to Becoming a More Skillful Science Educator

Cheeptham

2023

J Microbiol Biol Educ.

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Turn on your self-compassion and turn on the webcam. Self-compassion, self-esteem, body esteem, gender, and discomfort related to using the camera affect students’ activity during synchronous online classes

Kocur,

Jach

2024

Educ Inf Technol

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During the COVID-19 pandemic, many students refused to turn on their webcams during synchronous online classes. Students may intentionally remain invisible to teachers and colleagues for reasons related to their motivation and emotions. However, less is known about the relationships between students’ activity and frequency of turning on the webcam during synchronous online classes and their self-compassion. In our study (N = 450, Polish students aged 18 to 28), we examined the relationship between students’ self-compassion, self-esteem, body esteem, and discomfort when using webcams with their activity and frequency of turning on the webcam during synchronous online classes. We found that men scored higher than women on self-compassion, self-esteem, and body esteem, but lower on discomfort when using the webcam. In both genders, higher self-compassion was associated with higher self-esteem, higher body esteem, higher activity during synchronous online classes, and less discomfort when using the webcam. Moreover, in women, higher self-compassion was linked with more frequent turning on the webcam. We also observed that discomfort when using the webcam and self-esteem mediated relationships between self-compassion and activity and turning on the webcam during synchronous online classes. Our results indicate the importance of improving self-compassion in students during online education.

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The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior

Cited by 9 publications

References 37 publications

Exploring writer vs content focused reference in written student feedback: mixed evidence from quantitative and content analysis results

Exploring writer vs content focused reference in written student feedback: mixed evidence from quantitative and content analysis results

Understanding Your Own Inner Landscape as a Pathway to Becoming a More Skillful Science Educator

Turn on your self-compassion and turn on the webcam. Self-compassion, self-esteem, body esteem, gender, and discomfort related to using the camera affect students’ activity during synchronous online classes

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