The role of relationships and emotions in student perceptions of learning and assessment

By J. Crossman. 2007

109 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a8f13476618ba28e957a17de1c084a38673e6ebd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Michael Henderson
2. D. Carless
3. Tracii Ryan
4. Min Yang
5. A. Egan
6. P. Hyland
7. Phil Maguire
8. Rebecca Maguire

In Social Psychology

1. Min Yang
2. A. Egan
3. P. Hyland
4. Tracii Ryan
5. Phil Maguire
6. Rebecca Maguire
7. Michael Henderson
8. D. Carless

Citations in the corpus

• The feedback triangle and the enhancement of dialogic feedback processes (2013, background): “Negative emotions, in particular, are associated with threats to student’s sense of identity and self-esteem (Crossman 2007; Falchikov and Boud 2007) or unproductive feedback experiences.”
• Feeling feedback: students’ emotional responses to educator feedback (2017, background): “However, there is some evidence that students who trust, and are confident in, their assessors’ abilities are more likely to accept and attend to feedback comments (Crossman 2007; Van de Ridder et al. 2015).”
• Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education (2017, background): “Emotions experienced in third level are known to influence numerous aspects of student perceptions, including satisfaction and institutional loyalty (White, 2013) as well as students’ views on their learning and assessment (Crossman, 2007).”