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ERIC Number: EJ789839
Record Type: Journal
Publication Date: 2008-Apr
Pages: 12
Abstractor: Author
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1356-2517
The Role of Students' Emotions in Formal Feedback Situations
Varlander, Sara
Teaching in Higher Education, v13 n2 p145-156 Apr 2008
A growing, but still relatively small body of research underscores the importance of attending to students' experiences and emotions in higher education. One specific context in which emotions have a focal role is formal feedback situations. The aim of this paper is to provide a literature overview on the role of emotions, in sociology in general and learning in particular, and to draw on this literature in order to tentatively suggest how the role of students' emotions can increasingly be accounted for in the context of feedback situations. The claim of the paper is that emotions should not be considered as hindering learning. Rather, it underlines the focal role of emotions in learning as being a natural part of it. The paper suggests that learning activities such as "feedback preparation activities" and "feedback-on-the-feedback" can be helpful in order to acknowledge students' emotions in formal feedback situations. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Information Analyses; Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A