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The role and functionality of emotions in feedback at university: a qualitative study

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Abstract

This paper reports on a qualitative study exploring the role and functionality of emotions in feedback. In-depth interview data from students and lecturers at an Australian university are analysed using cognitive appraisal and prototype theory. Results suggest that students experience a range of positive and negative emotions in feedback contexts which function to address both achievement and relational concerns. Practical implications are identified.

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Notes

  1. This is an example based on one appraisal (agency) for the purposes of simplification. There would likely be other appraisals, including the extent to which the student felt they had control over the outcome, and whether the event was expected or unexpected.

  2. Note that basic emotions (i.e. ‘parent’ dimensions) are italicised, while discrete emotions appear in plain text throughout this manuscript.

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Author information

Authors and Affiliations

  1. Department of Marketing and Management, Faculty of Business and Economics, Macquarie University, North Ryde, Sydney, NSW, 2109, Australia

    Anna D. Rowe & Leigh N. Wood

  2. Department of Psychology, Faculty of Human Sciences, Macquarie University, Sydney, Australia

    Julie Fitness

Authors
  1. Anna D. Rowe
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  2. Julie Fitness
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  3. Leigh N. Wood
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Corresponding author

Correspondence to Anna D. Rowe.

Appendices

Appendix 1

Semi-structured interview questions

Students

Lecturers

What emotions do you experience when you receive feedback? Tell me about a time when you received feedback that was helpful/not helpful. What feedback is helpful? What feedback do you find unhelpful? How does receiving feedback effect your motivation or interest in the unit?

In your experience how do students feel about receiving feedback on their assignments? How do you like to give this feedback? How do you deal with students who are upset by the feedback they receive?

Appendix 2

Matrix of emotion and appraisal dimensions as measured by number of coding references

Appraisal dimensions

Emotion ‘parent’ dimensions (basic emotions)

Anger

Fear

Interest- excitement

Joy- happiness

Love

Othera

Sadness

Self- conscious

Agency

 Circumstance

4

2

2

0

1

0

0

0

 Other

24

15

15

12

14

5

5

3

 Self

8

7

3

9

1

4

3

9

Control potential

 High control

3

4

2

3

2

4

1

4

 Low control

2

2

1

0

0

1

0

0

Deservingness

 Deserved

2

1

1

2

3

1

1

1

 Undeserved

13

2

0

0

0

0

1

2

Motivational state

 Maximise reward

1

4

6

2

6

0

0

2

 Minimise punishment

2

5

0

0

1

2

1

2

Probability

 Certain

3

6

1

5

0

2

1

0

 Uncertain

1

6

1

0

0

0

0

0

Problem type

 Instrumental

17

6

4

1

1

1

6

2

 Intrinsic

2

5

0

0

0

1

0

2

Situational state

 Motive consistent

3

5

14

21

16

3

1

5

 Motive inconsistent

33

17

3

1

2

6

7

8

Unexpectedness

 Expected

0

0

0

1

0

1

0

3

 Unexpected

13

5

0

0

0

0

0

0

  1. Coding references refer to the number of separate coding references occurring at the intersection of the row (appraisals) and column (emotions) dimensions. For example, this matrix shows that, based on the number of coding references, key appraisals relating to love are agency other, motive consistency, maximise reward and deserved
  2. a Other dimension includes relief, disgust and boredom

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Rowe, A.D., Fitness, J. & Wood, L.N. The role and functionality of emotions in feedback at university: a qualitative study. Aust. Educ. Res. 41, 283–309 (2014). https://doi.org/10.1007/s13384-013-0135-7

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