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The role of students’ emotions in formal feedback situations

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References

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2002Rethinking University Teaching 2nd Edition945 cited
1983On the definition of feedback915 cited
2013Enhancing Learning Through Self-assessment914 cited
1998Emotion, Social Theory, and Social Structure756 cited
1996Enhancing learning through self-assessment659 cited
2001Getting the Message Across: The problem of communicating assessment feedback

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549 cited

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2013Journal of University Teaching & Learning Practice141 cited
2018Understanding student engagement with peer feedback on master’s theses: a Macau study141 cited
2011Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress128 cited
2021Supporting student and teacher feedback literacy: an instructional model for student feedback processes121 cited
2014The relation of college student self-efficacy toward writing and writing self-regulation aptitude: writing feedback perceptions as a mediating variable117 cited
2015Toward a better understanding of student perceptions of writing feedback: a mixed methods study108 cited
2010Instructional Feedback I: The Interaction of Facework and Immediacy on Students' Perceptions of Instructor Credibility99 cited
2021Feedback that works: a realist review of feedback interventions for written tasks91 cited
2011The personal dimension in teaching: why students value feedback90 cited
2013The role and functionality of emotions in feedback at university: a qualitative study89 cited
2015‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback85 cited
2019Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs84 cited
2021“I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing76 cited
2025Understanding the place and value of GenAI feedback: a recognition-based framework73 cited
2009Earning Influence by Communicating Respect: Facework's Contributions to Effective Instructional Feedback66 cited
2012Instructional Feedback II: How Do Instructor Immediacy Cues and Facework Tactics Interact to Predict Student Motivation and Fairness Perceptions?64 cited