Skip to main content
SpringerLink
Log in

“Inside out”: Appraisals for achievement emotions from constructive, positive, and negative feedback on writing

  • Original Paper
  • Published:
Motivation and Emotion Aims and scope Submit manuscript

Abstract

Even with the recent surge of research on achievement emotions, few studies have investigated emotions in feedback situations and the appraisals associated with such emotions. The purpose of this study was to examine emotion appraisals of constructive criticism, negative, and positive feedback, to aid us in determining whether these appraisals differed by feedback type. In a task asking them to provide open-ended responses as they imagined receiving feedback on a writing task, undergraduates (N = 270) gave reasons for why they might experience unpleasant emotions from positive feedback and pleasant emotions from negative feedback along with reasons for both pleasant and unpleasant emotions emanating from constructive feedback. Open coding of responses yielded categories for each emotion-feedback pairing that, across all emotions, were collapsed into five appraisal categories: feedback suggests ways to improve, a mismatch between feedback and task exists, feedback targets the self or one’s ability, feedback says something about the relationship between feedback giver and receiver, and the task is judged for its value. Distributions of appraisal categories distinguished constructive feedback from positive and negative feedback. Implications are drawn for control-value theory and for classroom feedback practices.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ainley, M. (2006). Connecting with learning: Motivation, affect, and cognition in interest process. Educational Psychology Review, 18, 391–405.

    Article  Google Scholar 

  • Arnold, M. B. (1960). Emotion and personality. New York: Columbia University Press.

    Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

    Google Scholar 

  • Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213–238.

    Article  Google Scholar 

  • Butz, N. T., Stupnisky, R. H., & Pekrun, R. (2015). Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach. Research in Learning Technology, 23, 26097.

    Article  Google Scholar 

  • Butz, N. T., Stupnisky, R. H., Pekrun, R., Jensen, J. L., & Harsell, D. M. (2016). The impact of emotions on student achievement in synchronous hybrid business and public administration programs: A longitudinal test of control-value theory. Decision Sciences Journal of Innovative Education, 14, 441–474.

    Article  Google Scholar 

  • Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. New York: Cambridge University Press.

    Book  Google Scholar 

  • Cassidy, J., Ziv, Y., Mehta, T. G., & Feeney, B. C. (2003). Feedback seeking in children and adolescents: Associations with self-perceptions, attachment representations, and depression. Child Development, 74, 612–628.

    Article  PubMed  Google Scholar 

  • Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Los Angeles: Sage publications.

    Google Scholar 

  • Daniels, L. M., & Gierl, M. J. (2017). The impact of immediate test score reporting on university students’ achievement emotions in the context of computer-based multiple-choice exams. Learning and Instruction, 52, 27–35.

    Article  Google Scholar 

  • Davis, H. A. (2001). The quality and impact of relationships between elementary school students and teachers. Contemporary Educational Psychology, 26, 431–453.

    Article  PubMed  Google Scholar 

  • Deci, E. L., & Cascio, W. F. (1972, April). Changes in intrinsic motivation as a function of negative feedback and threats. Paper presented at the Eastern Psychological Association Meeting, Boston, MA, USA.

  • Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668. https://doi.org/10.1037/0033-2909.125.6.627.

    Article  PubMed  Google Scholar 

  • Do, S. L., & Schallert, D. L. (2004). Emotions and classroom talk: Toward a model of the role of affect in students’ experiences of classroom discussions. Journal of Educational Psychology, 96, 619–634.

    Article  Google Scholar 

  • Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2012). Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance. Learning and Instruction, 22, 171–184.

    Article  Google Scholar 

  • Elliot, A. J., Faler, J., McGregor, H. A., Campbell, W. K., Sedikides, C., & Harackiewicz, J. M. (2000). Competence valuation as a strategic intrinsic motivation process. Personality and Social Psychology Bulletin, 26, 780–794.

    Article  Google Scholar 

  • Ellsworth, P. C., & Smith, C. A. (1988). From appraisal to emotion: Differences among unpleasant feelings. Motivation and Emotion, 12, 271–302.

    Article  Google Scholar 

  • Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83, 70–120.

    Article  Google Scholar 

  • Fasso, W. (2013). First year distance transition pedagogy: Synchronous online classrooms. International Journal of the First Year in Higher Education, 4, 33–45.

    Article  Google Scholar 

  • Fishbach, A., & Finkelstein, S. R. (2012). How feedback influence persistence, disengagement, and change in goal pursuit. In H. Aarts & A. Elliot (Eds.), Goal-directed behavior (pp. 203–230). New York: Psychology Press.

    Google Scholar 

  • Folkman, S., Lazarus, R. S., Dunkel-Schetter, C., DeLongis, A., & Gruen, R. J. (1986). Dynamics of a stressful encounter: Cognitive appraisal, coping, and encounter outcomes. Journal of Personality and Social Psychology, 50, 992–1003.

    Article  PubMed  Google Scholar 

  • Fong, C. J., Warner, J. R., Williams, K. M., Schallert, D. L., Chen, L., Williamson, Z. H., & Lin, S. (2016). Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback. Learning and Individual Differences, 49, 393–399. https://doi.org/10.1016/j.lindif.2016.05.019.

    Article  Google Scholar 

  • Frijda, N. H. (1986). The emotions. Cambridge: Cambridge University Press.

    Google Scholar 

  • Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2007). Between-and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99, 715–733.

    Article  Google Scholar 

  • Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34, 49–62.

    Article  Google Scholar 

  • Goetz, T., Lüdtke, O., Keller, M. M., & Lipnevich, A. A. (2013). Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains. Contemporary Educational Psychology, 38, 294–383.

    Article  Google Scholar 

  • Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students’ emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22, 225–234.

    Article  Google Scholar 

  • Hargreaves, E. (2013). Inquiring into children’s experiences of teacher feedback: Reconceptualising assessment for learning. Oxford Review of Education, 39, 229–246.

    Article  Google Scholar 

  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.

    Article  Google Scholar 

  • Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128, 774–795.

    Article  PubMed  Google Scholar 

  • Ilies, R., & Judge, T. A. (2005). Goal regulation across time: The effects of feedback and affect. Journal of Applied Psychology, 90, 453–467.

    Article  PubMed  Google Scholar 

  • Izard, C. E. (2009). Emotion theory and research: Highlights, unanswered questions, and emerging issues. Annual Review of Psychology, 60, 1–25.

    Article  PubMed  PubMed Central  Google Scholar 

  • Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835–847.

    Article  PubMed  Google Scholar 

  • Kernis, M. H., & Johnson, E. K. (1990). Current and typical self-appraisals: Differential responsiveness to evaluative feedback and implications for emotions. Journal of Research in Personality, 24, 241–257.

    Article  Google Scholar 

  • Kiffin-Petersen, S., Murphy, S. A., & Soutar, G. (2012). The problem-solving service worker: Appraisal mechanisms and positive affective experiences during customer interactions. Human Relations, 65, 1179–1206.

    Article  Google Scholar 

  • Kilbourne, B. (1990). Constructive feedback: Learning the art: The story of Oliver and Taylor. Cambridge: Ontario Institute for Studies in Education Press & Brookline Books.

    Google Scholar 

  • Kluger, A. N., & Denisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284. https://doi.org/10.1037/0033-2909.119.2.254.

    Article  Google Scholar 

  • Kuppens, P., & Van Mechelen, I. (2007). Interactional appraisal models for the anger appraisals of threatened self-esteem, other-blame, and frustration. Cognition and Emotion, 21, 56–77.

    Article  Google Scholar 

  • Lazarus, R. S. (1991). Progress on a cognitive-motivational-relational theory of emotion. American Psychologist, 46, 819–834.

    Article  PubMed  Google Scholar 

  • Lazarus, R. S., & Smith, C. A. (1991). Knowledge and appraisal in the cognition-emotion relationship. Cognition and Emotion, 2, 281–300.

    Article  Google Scholar 

  • Lee, G., & Schallert, D. L. (2008). Constructing trust between teacher and students through feedback and revision cycles in an EFL writing classroom. Written Communication, 25(4), 506–537.

    Article  Google Scholar 

  • Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327–365.

    Article  Google Scholar 

  • Meyer, D. Z., & Avery, L. M. (2009). Excel as a qualitative data analysis tool. Field Methods, 21, 91–112.

    Article  Google Scholar 

  • Niemann, J., Wisse, B., Rus, D., Van Yperen, N. W., & Sassenberg, K. (2014). Anger and attitudinal reactions to negative feedback: The effects of emotional instability and power. Motivation and Emotion, 38, 687–699.

    Google Scholar 

  • Noddings, N. (2002). An ethic of caring and its implications for instructional arrangements. American Journal of Education, 96(2), 215–230.

    Article  Google Scholar 

  • Op‘t Eynde, P., & Turner, J. E. (2006). Focusing on the complexity of emotion issues in academic learning: A dynamical component systems approach. Educational Psychology Review, 18, 361–376.

    Article  Google Scholar 

  • Ortony, A., Clore, G., & Collins, A. (1988). The cognitive structure of emotions. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Pekrun, R. (2000). A social cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational Psychology of Human Development (pp. 143–163). Oxford: Elsevier Science.

    Google Scholar 

  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. https://doi.org/10.1007/s10648-006-9029-9.

    Article  Google Scholar 

  • Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115–124.

    Article  Google Scholar 

  • Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102, 531–549. https://doi.org/10.1037/a0019243.

    Article  Google Scholar 

  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91–105.

    Article  Google Scholar 

  • Pekrun, R., Lichtenfeld, S., Marsh, H. W., Kurayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88, 1653–1670.

    Article  PubMed  Google Scholar 

  • Pekrun, R., & Linnenbrink-Garcia, L. (2014). Handbook of emotions and education. New York: Routledge.

    Google Scholar 

  • Pekrun, R., & Perry, R. P. (2015). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Handbook of emotions and education (pp. 120–141). New York: Routledge.

    Google Scholar 

  • Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control-value approach. Social and Personality Psychology Compass, 4, 238–255.

    Article  Google Scholar 

  • Perry, R. P., & Penner, K. S. (1990). Enhancing academic achievement in college students through attributional retraining and instruction. Journal of Educational Psychology, 82, 262–271.

    Article  Google Scholar 

  • Poulos, A., & Mahony, M. J. (2008). Effectiveness of feedback: The students’ perspective. Assessment & Evaluation in Higher Education, 33, 143–154.

    Article  Google Scholar 

  • Roseman, I., Spindel, M. S., & Jose, P. E. (1990). Appraisals of emotion-eliciting events: Testing a theory of discrete emotions. Journal of Personality and Social Psychology, 59, 899–915.

    Article  Google Scholar 

  • Sansone, C., Sachau, D. A., & Weir, C. (1989). Effects of instruction on intrinsic interest: The importance of context. Journal of Personality and Social Psychology, 57, 819–829.

    Article  PubMed  Google Scholar 

  • Scherer, K. R. (1993). Studying the emotion-antecedent appraisal process: An expert system approach. Cognition & Emotion, 7, 325–355.

    Article  Google Scholar 

  • Scherer, K. R., & Wallbott, H. G. (1994). Evidence for universality and cultural variation of differential emotion response patterning. Journal of Personality and Social Psychology, 66, 310–328.

    Article  PubMed  Google Scholar 

  • Schmidt, S., Tinti, C., Levine, L. J., & Testa, S. (2010). Appraisals, emotions and emotion regulation: An integrative approach. Motivation and Emotion, 34, 63–72.

    Article  PubMed  PubMed Central  Google Scholar 

  • Schutz, P. A., & Davis, H. A. (2000). Emotions and self-regulation during test taking. Educational Psychologist, 35, 243–256.

    Article  Google Scholar 

  • Schutz, P. A., & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37, 125–134.

    Article  Google Scholar 

  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153–189.

    Article  Google Scholar 

  • Siemer, M., Mauss, I., & Gross, J. J. (2007). Same situation—different emotions: How appraisals shape our emotions. Emotion, 7, 592–600.

    Article  PubMed  Google Scholar 

  • Smith, C. A., & Ellsworth, P. C. (1985). Patterns of cognitive appraisal in emotion. Journal of Personality and Social Psychology, 48, 813–838.

    Article  PubMed  Google Scholar 

  • Smith, C. A., & Lazarus, R. S. (1993). Appraisal components, core relational themes, and the emotions. Cognition & Emotion, 7, 233–269.

    Article  Google Scholar 

  • Smith, E. R., & Neumann, R. (2005). Emotion processes considered from the perspective of dual-process models. In L. F. Barrett, P. M. Niedenthal & P. Winkielman (Eds.), Emotion and consciousness (pp. 287–311). New York: Guilford Press.

    Google Scholar 

  • Stupnisky, R. H., Stewart, T. L., Daniels, L. M., & Perry, R. P. (2011). When do students ask why? Examining the precursors and outcomes of causal search among first-year college students. Contemporary Educational Psychology, 36, 201–211.

    Article  Google Scholar 

  • Turner, J. E., & Schallert, D. L. (2001). Expectancy-value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93, 320–329.

    Article  Google Scholar 

  • Tze, V. M. C., Klassen, R. M., & Daniels, L. M. (2014). Patterns of boredom and its relationship with perceived autonomy support and engagement. Contemporary Educational Psychology, 39, 175–187. https://doi.org/10.1016/j.cedpsych.2014.05.001.

    Article  Google Scholar 

  • Vallerand, R. J., & Reid, G. (1984). On the causal effects of perceived competence on intrinsic motivation: A test of cognitive evaluation theory. Journal of Sport Psychology, 6, 94–102.

    Article  Google Scholar 

  • Van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research, 85, 475–511. https://doi.org/10.3102/0034654314564881.

    Article  Google Scholar 

  • Verduyn, P., Van Mechelen, I., Tuerlinckx, F., & Scherer, K. (2013). The relation between appraised mismatch and the duration of negative emotions: Evidence for universality. European Journal of Personality, 27, 481–494.

    Google Scholar 

  • Weiner, B. (1986). Attribution, emotion, and action. In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of motivation and cognition (pp. 281–312). New York: Guilford Press.

    Google Scholar 

  • Wentzel, K. R. (2000). What is it I’m trying to achieve? Classroom goals form a content perspective. Contemporary Educational Psychology, 25, 105–115.

    Article  PubMed  Google Scholar 

  • Wollenschläger, M., Hattie, J., Machts, N., Möller, J., & Harms, U. (2016). What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough. Contemporary Educational Psychology, 44, 1–11. https://doi.org/10.1016/j.cedpsych.2015.11.003.

    Article  Google Scholar 

  • Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., … & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology, 143, 804–824.

    Article  PubMed  Google Scholar 

Download references

Acknowledgements

We would like to acknowledge Ling-Hui Chen and Jayce R. Warner for their help in the initial analyses of the data. We are also grateful to Reinhard Pekrun and Lisa Linnenbrink-Garcia for their insights on various aspects of our paper.

Author information

Authors and Affiliations

  1. Department of Curriculum and Instruction, Texas State University, 601 University Drive, San Marcos, TX, 78666, USA

    Carlton J. Fong

  2. Department of Educational Psychology, The University of Texas at Austin, Austin, TX, USA

    Kyle M. Williams, Zachary H. Williamson, Shengjie Lin & Diane L. Schallert

  3. Department of Educational Psychology, University of Washington, Seattle, WA, USA

    Young Won Kim

Authors
  1. Carlton J. Fong
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kyle M. Williams
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Zachary H. Williamson
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Shengjie Lin
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Young Won Kim
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Diane L. Schallert
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Carlton J. Fong.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Fong, C.J., Williams, K.M., Williamson, Z.H. et al. “Inside out”: Appraisals for achievement emotions from constructive, positive, and negative feedback on writing. Motiv Emot 42, 236–257 (2018). https://doi.org/10.1007/s11031-017-9658-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11031-017-9658-y

Keywords

Search

Navigation