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

What is it about?

This article reports findings of a qualitative study exploring the role and functionality of emotions within the context of performance feedback at university. Specific aims of the research are to identify the discrete emotions associated with the anticipation and experience of feedback, and to better understand their role (in light of associated cognitive appraisals and motivations).

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Why is it important?

Emotions are recognised as playing an important role in how university students process and respond to feedback on their performance. However, knowledge about which emotions are important and the role they play is limited. Results show students experience a range of positive and negative emotions in feedback contexts which function to address both achievement and relational concerns.