Threat and opportunity: The impact of social inclusion and likeability on anonymous feedback, self-esteem, and belonging

Post Birth Challenges among Working Mothers in a Higher Educational Institute in Ghana: Implications for Occupational Competitiveness of Working Mothers

“…While some may argue that the responses above present information that is common for all mothers, what has not been emphasized much in the literature is the implication of these challenges for the emotional and psychological wellbeing of working mothers. For instance even though respondents did not explicitly indicate; there is ample literature (Denissen, Penke, Schmitt, & van Aken, 2008;Machin & Jeffries, 2017;Pop, 2016;Wesselmann, Wirth, & Bernstein, 2017) that suggests that a person"s ability to engage actively in social processes, including socialization, and the quality of interaction between them and their social network (friends and family) has implications for their psychological and emotional wellbeing. The findings, with regards to fashion choices are also indicative in specific ways.…”

How Reducing Discomfort Impacts Peer Assessments of Preservice Teachers

“…Research [11,12] indicates that students conducting face-to-face feedback frequently expressed anxiety in sharing their comments for fear of being rejected, refuted, or regarded as having low expertise by their peers. Machin and Jeffries [27] added that peer feedback could impact students' self-esteem and belonging.…”

“…To alleviate these concerns, several researchers have suggested the feature of good feedback (e.g., [28]) and instructional approaches to increase the quality of peer feedback content (e.g., [12,27]). In particular, the following instructional approaches have been suggested to improve peer feedback: (1) using computer-mediated communication to avoid the possible embarrassment or discomfort faced by students in face-to-face interactions [27], (2) using multiple evaluators to balance the uneven quality of peer feedback [22,29,30], and (3) using anonymous peer feedback to minimize opportunities for students to reward friends or cheat during the peer feedback process [12,27].…”

“…This condition can contribute to an environment where reviewers and reviewees may avoid face-to-face discomfort while sharing detailed discussions of performance and candid evaluations. Research has documented the major advantage of anonymous peer feedback [12,21,23,27,[30][31][32]. Research [19,27] reported that anonymity could increase critical feedback because in anonymous situations, students are relieved from social pressure so they can be more honest and less anxious about expressing their opinions regardless of interpersonal factors.…”

“…Research has documented the major advantage of anonymous peer feedback [12,21,23,27,[30][31][32]. Research [19,27] reported that anonymity could increase critical feedback because in anonymous situations, students are relieved from social pressure so they can be more honest and less anxious about expressing their opinions regardless of interpersonal factors. In particular, Connolly, Jessup, and Valacich [31] compared the characteristics of feedback between anonymous groups and non-anonymous groups, and showed that anonymous groups demonstrate more critical thinking than non-anonymous groups.…”