Author Identifiers

Agustine Ruth Liyanti

https://orcid.org/0000-0001-6394-7515

Date of Award

2021

Degree Type

Thesis - ECU Access Only

Degree Name

Bachelor of Science (Psychology) Honours

School

School of Arts and Humanities

First Advisor

Melissa Davis

Abstract

Feedback has been known as one of the most integral aspects of learning. However, many students reported dissatisfaction with feedback practice. As a result, feedback still often fails to stimulate ongoing learner development. While existing studies have predominantly investigated the effects of feedback on students’ academic achievement, its relation to wellbeing and academic behaviours have not been widely explored. Thus, this qualitative study aimed to explore the relationship of students’ emotional responses to feedback with their wellbeing and subsequent academic behaviours. Eleven third-year Psychology students from four different universities in Australia participated in the study. Data was collected using semi-structured interviews and analysed using the Interpretative Phenomenological Analysis (IPA) method. Four themes emerged from the analysis; guidance, educational relationship, rationalising emotion and self-regulated learning. Positive emotional responses to feedback increased students’ confidence, motivation, and self-regulated learning behaviours, whereas negative emotional responses adversely affected wellbeing and subsequent learning behaviours. The implication of this study was to raise awareness of how feedback can be utilised not only to affect change in academic performance but also to consider students’ wellbeing and reinforce self-regulated learning behaviours.

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