Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-27T06:06:34.607Z Has data issue: false hasContentIssue false

25 - Performance Feedback and Emotions

from Part IV - Student Responses to Feedback

Published online by Cambridge University Press:  02 November 2018

Anastasiya A. Lipnevich
Affiliation:
Queens College and the Graduate Center, City University of New York
Jeffrey K. Smith
Affiliation:
University of Otago, New Zealand
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barbalet, J. (2002). Introduction: Why emotions are crucial. In Barbalet, J. (Ed.), Emotions in sociology. Oxford: Blackwell.Google Scholar
Baumeister, R. F., Hutton, D. G., & Cairns, K. J. (1990). Negative effects of praise on skilled performance. Basic and Applied Social Psychology, 11(2), 131148.Google Scholar
Baumeister, R. F., Vohs, K. D., DeWall, C. N., & Zhang, L. (2007). How emotion shapes behavior: Feedback, anticipation, and reflection, rather than direct causation. Personality and Social Psychology Review, 11, 167203.Google Scholar
Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C., & Taxer, J. L. (2015). Antecedents of teachers’ emotions in the classroom: An intraindividual approach. Frontiers in Psychology, 6, 635.Google Scholar
Belschak, F. D., Jacobs, G., & Den Hartog, D. N. (2008). Feedback, emotions, and action tendencies: Emotional consequences of feedback from one’s supervisor. Zeitschrift für Arbeits- und Organisationspsychologie, 52(3), 147152.Google Scholar
Brunswik, E. (1952). The conceptual framework of psychology. Chicago, IL: University of Chicago Press.Google Scholar
Cacioppo, J. T., & Berntson, G. G. (1994). Relationship between attitudes and evaluative space: A critical review, with emphasis on the separability of positive and negative substrates. Psychological Bulletin, 115, 401423.Google Scholar
Cassidy, J., Ziv, Y., Mehta, T. G., & Feeney, B. C. (2003). Feedback seeking in children and adolescents: Associations with self-perceptions, attachment representations, and depression. Child Development, 74, 612628.Google Scholar
Chaiken, S., & Trope, Y. (Eds.) (1999). Dual-process theories in social psychology. New York: Guilford.Google Scholar
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Covington, M. V., & Beery, R. (1976). Self-worth and school learning. New York: Holt, Rinehart & Winston.Google Scholar
Csikszentmihalyi, M., & Larson, R. (1987). Validity and reliability of the experience-sampling method. Journal of Nervous and Mental Diseases, 9, 526536.Google Scholar
Damasio, A. R. (2004). Emotions and feelings: A neurobiological perspective. In Manstead, A. S. R., Frijda, N., & Fischer, A. (Eds.), Feelings and emotions (pp. 4957). Cambridge: Cambridge University Press.Google Scholar
Diener, E., & Emmons, R. A. (1984). The independence of positive and negative affect. Journal of Personality and Social Psychology, 47(5), 11051117.Google Scholar
Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501519.Google Scholar
Falchikov, N., & Boud, D. (2007). Assessment and emotion: The impact of being assessed. In Boud, D. & Falchikov, N. (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp. 144156). London: Routledge.Google Scholar
Fishbach, A., Eyal, T., & Finkelstein, S. R. (2010). How positive and negative feedback motivate goal pursuit. Social and Personality Psychology Compass, 4, 517530.Google Scholar
Fong, C. J., Warner, J. R., Williams, K. M., Schallert, D. L., Chen, L. H., Williamson, Z. H., & Lin, S. (2016). Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback. Learning and Individual Differences, 49, 393399.Google Scholar
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. American Psychologist, 56(3), 218226.Google Scholar
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101(3), 705716.Google Scholar
Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148163.Google Scholar
Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107, 663677.Google Scholar
Goetz, T. (2004). Emotionales Erleben und selbstreguliertes Lernen bei Schülern im Fach Mathematik [Students’ emotional experiences and self-regulated learning in mathematics]. München: Utz.Google Scholar
Goetz, T., Cronjaeger, H., Frenzel, A. C., Lüdtke, O., & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35, 4458.Google Scholar
Goetz, T., Frenzel, C. A., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 933.Google Scholar
Goetz, T., Frenzel, C. A., Pekrun, R., Hall, N. C., & Lüdtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99(4), 715733.Google Scholar
Goetz, T., Haag, L., Lipnevich, A. A., Keller, M. M., Frenzel, A. C., & Collier, A. P. M. (2014). Between-domain relations of students’ academic emotions and their judgments of school domain similarity. Frontiers in Psychology, 5, 1153.Google Scholar
Goetz, T., & Hall, N. C. (2013). Emotion and achievement in the classroom. In Hattie, J. & Anderman, E. M. (Eds.), International guide to student achievement (pp. 192195). New York: Routledge.Google Scholar
Goetz, T., Hall, N. C., Frenzel, A. C., & Pekrun, R. (2006). A hierarchical conceptualization of enjoyment in students. Learning and Instruction, 16, 323338.Google Scholar
Goetz, T., Preckel, F., Zeidner, M., & Schleyer, E. (2008). Big fish in big ponds: A multilevel analysis of test anxiety and achievement in special gifted classes. Anxiety, Stress and Coping, 21(2), 185198.Google Scholar
Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115125.Google Scholar
Gogol, K., Brunner, M., Preckel, F., Goetz, T., & Martin, R. (2016). Developmental dynamics of general and school-subject-specific components of academic self-concept, academic interest, and academic anxiety. Frontiers in Psychology, 7, 356.Google Scholar
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271299.Google Scholar
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348362.Google Scholar
Hargreaves, E. (2013). Inquiring into children’s experiences of teacher feedback: Reconceptualising assessment for learning. Oxford Review of Education, 39, 229246.Google Scholar
Hatfield, E., Cacioppo, J. R., & Rapson, R. L. (1994). Emotional contagion. Current Directions in Psychological Science, 2, 9699.Google Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81112.Google Scholar
Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Thousand Oaks, CA: Sage.Google Scholar
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58 , 4777.Google Scholar
Idson, L. C., & Higgins, E. T. (2000). How current feedback and chronic effectiveness influence motivation: Everything to gain versus everything to lose. European Journal of Social Psychology, 30, 583592.Google Scholar
Ilgen, D. R., & Davis, C. A. (2000). Bearing bad news: Reactions to negative performance feedback. Applied Psychology: An International Review, 49, 550565.Google Scholar
Johnson, G., & Connelly, S. (2014). Negative emotions in informal feedback: The benefits of disappointment and drawbacks of anger. Human Relations, 67(10), 12651290.Google Scholar
Kingston, N. & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 2837.Google Scholar
Kleinginna, P. R., & Kleinginna, A. M. (1981). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and Emotion, 5, 345379.Google Scholar
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a metaanalysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254284.Google Scholar
Kluger, A. N., Lewinsohn, S., & Aiello, J. R. (1994). The influence of feedback on mood: Linear effects on pleasantness and curvilinear effects on arousal. Organizational Behavior and Human Decision Processes, 60, 276299.Google Scholar
Krannich, M., Goetz, T., Lipnevich, A. A., & Roos, A.-L. (2017, April). It’s boring I won’t do that: State and trait boredom predicting students’ career aspirations. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.Google Scholar
Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational Behavior and Human Decision Processes, 50, 212247.Google Scholar
Lewis, M., & Haviland-Jones, J. M. (Eds.). (2000). Handbook of emotions. New York: Guilford.Google Scholar
Lipnevich, A. A. (2007). Response to assessment feedback: The effects of grades, praise, and source of information. Rutgers the State University of New Jersey–New Brunswick.Google Scholar
Lipnevich, A. A., & Smith, J. K. (2009a). “I really need feedback to learn”: Students’ perspectives on the effectiveness of the differential feedback messages. Educational Assessment, Evaluation and Accountability, 21, 347367.Google Scholar
Lipnevich, A. A., & Smith, J. K. (2009b). Russian and American perspectives on self-regulated learning. International Journal of Creativity and Problem Solving, 19, 83100.Google Scholar
Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520540.Google Scholar
Marsh, H. W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129149.Google Scholar
Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79(3), 280295.Google Scholar
Marsh, H. W. (1990). Influences of internal and external frames of reference on the formation of math and English self-concepts. Journal of Educational Psychology, 82, 107116.Google Scholar
McCrae, R. R., & Costa, P. T. J. (2008). Empirical and theoretical status of the five-factor model of personality traits. In Boyle, G. J., Matthews, G., & Saklofske, D. H. (Eds.), The Sage handbook of personality theory and assessment (pp. 273294). Thousand Oaks, CA: Sage.Google Scholar
Molenaar, P. C. M. (2004). A manifesto on psychology as idiographic science: Bringing the person back into scientific psychology, this time forever. Measurement, 2, 201218.Google Scholar
Nicaise, V., Bois, J. E., Fairclough, S. J., Amorose, A. J., & Cogérino, G. (2007). Girls’ and boys’ perceptions of physical education teachers’ feedback: Effects on performance and psychological responses. Journal of Sports Sciences, 25(8), 915926.Google Scholar
Niemann, J., Wisse, B., Rus, D., Van Yperen, N. W., & Sassenberg, K. (2014). Anger and attitudinal reactions to negative feedback: The effects of emotional instability and power. Motivation and Emotion, 38(5), 687699.Google Scholar
Núñez-Peña, M. I., Bono, R., & Suárez-Pellicioni, M. (2015). Feedback on students’ performance: A possible way of reducing the negative effect of math anxiety in higher education. International Journal of Educational Research, 70, 8087.Google Scholar
Parkinson, B., & Manstead, A. S. R. (1992). Appraisal as a cause of emotion. In Clark, M. S. (Ed.), Emotions: Review of personality and social psychology (pp. 122149). Newbury Park, CA: Sage.Google Scholar
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315341.Google Scholar
Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115124.Google Scholar
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583597.Google Scholar
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115135.Google Scholar
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531549.Google Scholar
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 3648.Google Scholar
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress, and Coping, 17(3), 287316.Google Scholar
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91105.Google Scholar
Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696710.Google Scholar
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88, 16531670.Google Scholar
Popper, K. (1999). All life is problem solving. New York: Abingdon.Google Scholar
Price, M., Handley, K., Millar, J., & O’Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35(3), 277289.Google Scholar
Raftery, J. N., & Bizer, G. Y. (2009). Negative feedback and performance: The moderating effect of emotion regulation. Personality and Individual Differences, 47(5), 481486.Google Scholar
Rowe, A. D., Fitness, J., & Wood, L. N. (2014). The role and functionality of emotions in feedback at university: A qualitative study. Australian Educational Researcher, 41(3), 283309.Google Scholar
Sarason, S. B., & Mandler, G. (1952). Some correlates of test anxiety. Journal of Abnormal and Social Psychology, 47(4), 810817.Google Scholar
Sargeant, J., Mann, K., Sinclair, D., Van Der Vleuten, C., & Metsemakers, J. (2008). Understanding the influence of emotions and reflection upon multi-source feedback acceptance and use. Advances in Health Sciences Education, 13, 275288.Google Scholar
Scherer, K. R. (1984). On the nature and function of emotion: A component process approach. In Scherer, K. R. & Ekman, P. (Eds.), Approaches to emotion (pp. 293317). Hillsdale, NJ: Erlbaum.Google Scholar
Scherer, K. R. (2000). Emotions as episodes of subsystems synchronization driven by nonlinear appraisal processes. In Lewis, M. D. & Granic, I. (Eds.), Emotion, development, and self-organization (pp. 7099). Cambridge: Cambridge University Press.Google Scholar
Schmitz, B., & Skinner, E. A. (1993). Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time series analyses. Journal of Personality and Social Psychology, 64, 10101028.Google Scholar
Seipp, B. (1991). Anxiety and academic performance: A meta-analysis of findings. Anxiety Research, 4, 2741.Google Scholar
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 514.Google Scholar
Shields, S. (2015). “My work is bleeding”: Exploring students’ emotional responses to first-year assignment feedback. Teaching in Higher Education, 20(6), 614624.Google Scholar
Shrauger, J. S., & Rosenberg, S. E. (1970). Self-esteem and the effects of success and failure feedback on performance. Journal of Personality, 38, 404417.Google Scholar
Sticca, F., Goetz, T., Nett, U. E., Hubbard, K., & Haag, L. (2017). Short- and long-term effects of over-reporting of grades on academic self-concept and achievement. Journal of Educational Psychology, 109, 842854.Google Scholar
Stough, L. M., & Emmer, E. T. (1998). Teachers’ emotions and test feedback. Qualitative Studies in Education, 11(2), 541600.Google Scholar
Taxer, J. L., & Frenzel, A. C. (2012, July). The influence of teachers’ emotions on students’ self-concepts, attributions, expectations, persistence and emotions. Paper presented at the Junior Researchers of EARLI Conference, Regensburg, Germany.Google Scholar
Turner, J. E., & Schallert, D. L. (2001). Expectancy–value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320329.Google Scholar
van Doorn, E. A., van Kleef, G. A., & van der Pligt, J. (2014). How instructors’ emotional expressions shape students’ learning performance: The roles of anger, happiness, and regulatory focus. Journal of Experimental Psychology: General, 143(3), 980984.Google Scholar
Van Kleef, G. A. (2008). Emotion in conflict and negotiation: Introducing the emotions as social information (EASI) model. In Ashkanasy, N. M. & Cooper, C. L. (Eds.), Research companion to emotion in organizations (pp. 392404). London: Edward Elgar.Google Scholar
Van Kleef, G. A. (2009). How emotions regulate social life: The emotions as social information (EASI) model. Current Directions in Psychological Science, 18(3), 184188.Google Scholar
Värlander, S. (2008). The role of students’ emotions in formal feedback situations. Teaching in Higher Education, 13(2), 145156.Google Scholar
Voelkle, M. C., Brose, A., Schmiedek, F., & Lindenberger, U. (2014). Towards a unified framework for the study of between-person and within-person structures: Building a bridge between two research paradigms. Multivariate Behavioral Research, 49, 193213.Google Scholar
Voerman, L., Korthagen, F. A., Meijer, P. C., & Simons, R. J. (2014). Feedback revisited: Adding perspectives based on positive psychology. Implications for theory and classroom practice. Teaching and Teacher Education, 43, 9198.Google Scholar
Waterhouse, I. K., & Child, I. L. (1953). Frustration and the quality of performance. Journal of Personality, 21, 298311.Google Scholar
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS Scales. Journal of Personality and Social Psychology, 54, 10631070.Google Scholar
Young, P. (2000). “I might as well give up”: Self-esteem and mature students’ feelings about feedback on assignments. Journal of Further & Higher Education, 24(3), 409418.Google Scholar
Zeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.Google Scholar
Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In Schutz, P. A. & Pekrun, R. (Eds.), Emotion in education (pp. 165184). London: Academic Press.Google Scholar
Zeidner, M., & Schleyer, E. J. (1999). The big-fish-little-pond effect for academic self concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305329.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×