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ERIC Number: EJ1368511
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: EISSN-1469-297X
Exploring Master's Students' Emotions and Emotion-Regulation in Supervisory Feedback Situations: A Vignette-Based Study
Liu, Chunhong; Yu, Shulin
Assessment & Evaluation in Higher Education, v47 n7 p1101-1115 2022
Following a sociocultural perspective, this vignette-based study explored Chinese master's students' emotions and emotion-regulation strategies in supervisor writing feedback situations. An instrument contained 17 vignettes was developed, validated and administered among 189 participants. Individual interviews with five participants were also conducted, and written materials were collected. The findings revealed that across the 17 hypothetical scenarios, positive emotion was the most reported emotional status, and Chinese master's students would be more likely to feel grateful, hopeful and excited, while contemptuous, bored and angry were the least reported. This study also identified a set of emotion-regulation strategies (i.e. task-related regulation, response regulation, cognitive regulation, attention deployment, co-regulation, and general response) used by students in handling their emotions in supervisory feedback situations. This study provides insights into the emotional dimension of supervisory feedback practices and concludes with pedagogical implications to enhance the wellbeing of postgraduate students in learning academic writing.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A