Towards an ecological understanding of student emotions in feedback: a scoping review

Abstract

Students’ emotions have been increasingly examined in feedback research. Socioculturally positioned research has particularly noted that emotions do not exist in a vacuum but are contextually situated, which also holds true for feedback encounters. In this scoping review, we provide a synthesis of earlier studies on emotions in feedback in higher education (2003–2023, 46 studies). First, we outline the research designs and methods. Second, we analyse the contextual influences on students’ emotions in feedback. We used Bronfenbrenner’s ecological theory as our guiding framework. The findings reveal that self-report methods have been widely utilized. Most studies have investigated emotions either on an individualistic or at the microsystem level, while only a few have considered the wider influence of the macrosystem and chronosystem levels. Future research must consider the macrosystem since emotions are historically, culturally and politically embedded in social interactions. Scholars must take into account the chronosystem level since emotions are dynamic, evolve over time and reflect wider societal changes.

Keywords:

• Feedback
• student emotions
• feedback and emotions
• ecological systems

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

Shijun (Cindy) Chen

Shijun (Cindy) Chen is a PhD student studying at the Faculty of Education, The University of Hong Kong. Her research interests include feedback and emotion, feedback literacy and assessment literacy.

Juuso Henrik Nieminen

Juuso Henrik Nieminen is an assistant professor at the Academic Unit of Social Contexts and Policies of Education (SCAPE) at the Faculty of Education, The University of Hong Kong. His research concerns the social, cultural and political dimensions of assessment.