The affective effect: exploring undergraduate students’ emotions in giving and receiving peer feedback

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dc.contributor.authorBharuthram, S
dc.contributor.authorvan Heerden, M
dc.date.accessioned2023-07-18T10:21:23Z
dc.date.available2023-07-18T10:21:23Z
dc.date.issued2023
dc.description.abstractWhile the peer feedback process has an important role to play in student learning and has many benefits, it is not without its challenges. One of these is the effect that emotions may have on the way that students engage with the feedback. Yet, the specific emotions experienced during peer feedback is relatively under-explored. Therefore, this exploratory qualitative study unpacks the range of emotions experienced by students during peer feedback. Using Plutchnik’s Wheel of Emotions to analyze students’ questionnaire responses, the study found that students largely exhibited positive emotions, which may be due to their perceptions of themselves in relation to the process, as well as the various scaffolds put in place. Knowing which emotions students experienced during peer feedback may enable a greater understanding of the role of emotions in peer feedback, as well as enabling student feedback literacy development.en_US
dc.identifier.citationBharuthram, S. and van Heerden, M., 2023. The affective effect: Exploring undergraduate students’ emotions in giving and receiving peer feedback. Innovations in Education and Teaching International, 60(3), pp.379-389.en_US
dc.identifier.urihttps://doi.org/10.1080/14703297.2022.2040567
dc.identifier.urihttp://hdl.handle.net/10566/9210
dc.language.isoenen_US
dc.publisherInnovations in Education and Teaching Internationalen_US
dc.subjectPeer feedbacken_US
dc.subjectEmotionsen_US
dc.subjectStudent feedback literacyen_US
dc.subjectUndergraduate studentsen_US
dc.subjectAcademic literaciesen_US
dc.titleThe affective effect: exploring undergraduate students’ emotions in giving and receiving peer feedbacken_US
dc.typeArticleen_US

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