Feedback is a critical component of the learning process and is essential to reinforce the effect of feedback with affective elements. Due to technological developments, providing automated feedback has become easy. Therefore, this study examined the effect of automated elaborated feedback provided with affective feedback on situational intrinsic…

Why can some people generate outstanding creative ideas despite receiving frustrating feedback? Although previous studies highlighted the effects of emotional states on creativity, the interactions between specific psychophysiological emotional parameters or affective states and response inhibition (RI) on creativity remain elusive. Therefore,…

The growing integration of technology into education, particularly in the STEM fields, has tended to focus on its objective advantages, ignoring its affective potential. To explore this potential, based on some principles of "Kansei/Affective Engineering," an initial analysis was conducted considering 501 interventions in a conversation…

Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors…

Over the past decade, reforms to principal evaluation systems have sought to incorporate formal feedback structures as a lever for principal improvement. However, we know little about the feedback that principals receive. Using statewide administrative data from Tennessee, including principals' written feedback from evaluators, we use sentiment…

Third-party punishment can promote fair behavior. However, the mechanisms by which this happens are unclear. Third-party punishment may increase fair behavior by providing "direct feedback," helping shape the behavior of those punished, or through an influence on "reputation," by encouraging the transgressor to behave…

While society's demand for creativity is echoed across the world, teachers in higher education often struggle to support students' development of creative competencies. This transdisciplinary systematic literature review of 58 peer-reviewed empirical studies provides a comprehensive overview of creativity-fostering teacher behaviors identified…

Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the…

Fostering accurate musical self-perceptions may be particularly challenging when developing singing technique, where self-assessment is complicated by the close physiological and emotional relationship between the performer and the body-instrument. The aim of the present study was to investigate how vocal students' beliefs in their performance…

Although research on the efficacy of written corrective feedback has received considerable attention in recent years, there is a dearth of research on learner engagement with written corrective feedback. Understanding how language learners engage with written corrective feedback is high on the agenda of feedback research because it provides a…

Providing feedback on student work is a vital part of pedagogy. However, instructors may inadvertently create a distance between themselves and students by asserting authority when evaluating students' work. This may conflict with maintaining a positive atmosphere in the classroom and developing interpersonal solidarity with students, which is…

In this study, we aimed to determine the role of parental praise and child affect in the neural processes underlying parent-child interactions, utilizing functional near-infrared spectroscopy (fNIRS) hyperscanning. We characterized the dynamic changes in interpersonal neural synchrony (INS) between parents and children (4-6 years old, n = 40…

The importance of affective states in learning has led many Intelligent Tutoring Systems (ITS) to include students' affective states in their learner models. The adaptation and hence the benefits of an ITS can be improved by detecting and responding to students' affective states. In prior work, we have created and validated a theory-driven model…

Students' dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students' emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer…

There is a lack of studies that examine the role of a pedagogical agent on student development in a specific learning situation that involves psychological and cognitive preparatory activities in high school settings. We examined the effectiveness of pedagogical agent (APT) cognitive and affective feedback on learner motivation and well-being. We…