Abstract

When a learner receives feedback, important motivational and emotional processes are triggered that control whether and how the learner reengages in a learning activity and successfully adjusts in response to what the feedback suggests. We aim to highlight how motivation and emotion processes influence feedback effectiveness, and how our theoretical understanding of the feedback process depends on appreciating the affective precursors, concomitants, and consequences of feedback. To query the literature, interrogate theories of academic motivation and emotion, and identify central motivational and emotional factors associated with feedback, we use a five-question framework: What does the feedback mean to me? How do I feel about the feedback? Can I improve from the feedback? Do I want to improve from the feedback? Am I supported by others or by the context in dealing with feedback? A conceptual review of empirically grounded and theory-driven interpretations accompanies each question to inform practice and research.

摘要

当学习者收到反馈时，会触发重要的动机和情感过程，控制学习者是否以及如何重新参与学习活动，并成功地根据反馈建议进行调整。我们的目的是强调动机和情绪过程如何影响反馈有效性，以及我们对反馈过程的理论理解如何取决于对反馈的情感前兆、伴随物和后果的理解。为了查询文献、质疑学术动机和情感的理论，并确定与反馈相关的核心动机和情感因素，我们使用了一个包含五个问题的框架：反馈对我来说意味着什么？我对反馈有何感受？我可以根据反馈进行改进吗？我想从反馈中改进吗？在处理反馈时，我是否得到其他人或环境的支持？每个问题都对基于经验和理论驱动的解释进行概念性回顾，为实践和研究提供信息。