More than a matter of cognition: an exploration of affective writing problems of post-graduate students and their possible solutions

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Student perceptions of assessment feedback: a critical scoping review and call for research (2020, background): “Student perceptions of feedback have been identified as an important factor in determining the impact of feedback on learning (e.g. Carless, 2006; Havnes, Smith, Dysthe, & Ludvigsen, 2012; Jonsson, 2013; Lipnevich & Smith, 2009; Rakoczy, Harks, Klieme, Blum, & Hochweber, 2013; Wellington, 2010).”
Searching for ‘doctorateness’ (2013, background): “Burgess and Wellington (2010) posed the question: to what extent do students who have completed, or are still engaged in, a professional doctorate consider that either the product of their doctorate or the process of doing it, have ‘impacted’ on their professional practice and development?”