Whilst contemporary ideas of feedback provide multiple insights into how feedback should be processed and enacted by students in a recipient role, little attention has been paid to understand what it takes for students to provide effective feedback to others. This conceptual paper draws on literature from peer feedback and feedback literacy to…

In the process of school self-evaluation (SSE), teachers are often asked to provide information on the school's functioning by completing questionnaires. However, respondents can leave one item or a series of items unanswered, after which they continue completing the questionnaire. This phenomenon of item nonresponse is not necessarily problematic…

Although it has long been acknowledged that interviewers play a crucial role in the survey data collection process, there is little research concerning interviewer effects on how respondents perceive the interview. We investigate whether interviewer effects exist regarding how much respondents report having enjoyed the interview and whether these…

Peer feedback can be an effective learning aid. However, providing peer feedback so that it is used by the receiver, is very difficult. Adding feedback requests to the peer feedback process may improve the quality of peer feedback. However, little is known about how feedback requests affect peer feedback responses. In this study, fifty-four…

Although some literature addresses response in the context of thesis projects, the student perspective remains notably absent from response scholarship. This article brings the students' perspectives into focus by presenting a collaborative account from two thesis students and their advisor. The study explores the advisor-student relationship and…

It is well-known that the emotional response upon receiving feedback can impact how learners incorporate the comments received into their future learning. It is therefore essential that assessors consider the emotional impact of the feedback they provide. One aspect that may influence how the feedback is received is the style and tone of the…

Informed by the analytical framework of academic emotions (Pekrun, R., and L. Linnenbrink-Garcia. 2012. "Academic Emotions and Student Engagement." In "The Handbook of Research on Student Engagement," edited by S. L. Christenson, A. L. Reschly, and C. Wylie, 259-282. New York: Springer) and a cognitive approach to feedback,…

Our self-concept is constantly faced with self-relevant information. Prevailing research suggests that information's valence plays a central role in shaping our self-views. However, the need for stability within the self-concept structure and the inherent alignment of positive feedback with the pre-existing self-views of healthy individuals might…

The purpose of this study is to investigate if feedback related negativity (FRN) can capture instantaneous elevated emotional reactivity in autistic adolescents. A measurement of elevated reactivity could allow clinicians to better support autistic individuals without the need for self-reporting or verbal conveyance. The study investigated…

Background and Context: Feedback on one's progress is essential to new programming language learners, particularly in out-of-classroom settings. Though many study materials offer assessment mechanisms, most do not examine the accuracy of the feedback they deliver, nor give evidence on its validity. Objective: We investigate the potential use of a…

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…

We present the Teacher Talk Tool, which automatically analyzes classroom audio and provides formative feedback on key aspects of teachers' classroom discourse (e.g., use of open-ended questions). The tool was designed to promote teacher learning by focusing attention and sense-making on their discourse. We conducted a feedback-response study where…

Students' emotions have been increasingly examined in feedback research. Socioculturally positioned research has particularly noted that emotions do not exist in a vacuum but are contextually situated, which also holds true for feedback encounters. In this scoping review, we provide a synthesis of earlier studies on emotions in feedback in higher…

Background: Providing students with information on their current performance could help them improve by stimulating their reflection, but negative feedback that saliently mirrors task-related failure can harm motivation. In the context of automated scoring based on artificial intelligence, we explored how feedback on written texts might be…

Stimulus-response binding and retrieval (SRBR) is a fundamental mechanism driving behavior automatization. In five experiments, we investigated the modulatory role of affective consequences (AC) on SRBR effects to test whether binding/retrieval can explain instrumental learning (i.e., the "law of effect"). SRBR effects were assessed in a…