‘My work is bleeding’: exploring students’ emotional responses to first-year assignment feedback

References

• Barbalet, J. 1998. Emotion, Social Theory, and Social Structure. Cambridge: Cambridge University Press.
   Google Scholar
• Barbalet, J. 2001. Emotion, Social Theory, and Social Structure. 2nd ed. Cambridge: Cambridge University Press.
   Google Scholar
• Beard, C., S. Clegg, and K. Smith. 2007. “Acknowledging the Affective in Higher Education.” British Educational Research Journal 33 (2): 235–252. doi:10.1080/01411920701208415.
   Web of Science ®Google Scholar
• Beaumont, C., M. O’Doherty, and L. Shannon. 2011. “Reconceptualising Assessment Feedback: A Key to Improving Student Learning?” Studies in Higher Education 36 (6): 671–687.
   Web of Science ®Google Scholar
• Blair, A., S. Curtis, M. Goodwin, and S. Shields. 2013. “What Feedback Do Students Want? What Feedback Do Students Want?” Politics 33 (1): 66–79. doi:10.1111/j.1467-9256.2012.01446.x.
   Web of Science ®Google Scholar
• Boud, D. 1995. Enhancing Learning through Self-assessment. London: Routledge.
   Google Scholar
• Bruder, M., A. Fischer, and A. S. R. Manstead. 2014. “Social Appraisal as a Cause of Collective Emotions.” Chap. 10 in Collective Emotions, edited by C. von Scheve and M. Salema, 141–155. Oxford: Oxford University Press.
   Google Scholar
• Butler, R. 1988. “Enhancing and Undermining Intrinsic Motivation: The Effects of Task-involving and Ego-involving Evaluation on Interest and Performance.” British Journal of Educational Psychology 58 (1): 1–14. doi:10.1111/j.2044-8279.1988.tb00874.x.
   Web of Science ®Google Scholar
• Cousin, G. 2009. Researching Learning in Higher Education: An Introduction to Contemporary Methods and Approaches. London: Routledge.
   Google Scholar
• Cramp, A., C. Lamond, L. Coleyshaw, and S. Beck. 2012. Empowering or Disabling? Emotional Reactions to Assessment amongst Part-time Adult Students.” Teaching in Higher Education 17 (5): 509–521.
   Web of Science ®Google Scholar
• Crozier, G., D. Reay, J. Clayton, L. Colliander, and J. Grinstead. 2008. “Different Strokes for Different Folks: Diverse Students in Diverse Institutions – Experiences of Higher Education. Research Papers in Education 23 (2): 167–177.
   Web of Science ®Google Scholar
• Denzin, N., and Y. Lincoln, eds. 1994. Handbook of Qualitative Research. London: Sage.
   Google Scholar
• Dweck, C. 2000. Self-theories: Their Role in Motivation, Personality and Development. Philadelphia, PA: Psychology Press.
   Google Scholar
• Ecclestone, K. 2004. “Learning or Therapy? The Demoralisation of Education.” British Journal of Educational Studies 52 (2): 112–137.
   Web of Science ®Google Scholar
• Ecclestone, K. 2007. Commitment, Compliance and Comfort Zones: The Effects of Formative Assessment on Vocational Education Students’ Learning Careers.” Assessment in Education: Principles, Policy and Practice 14 (3): 315–333.
   Google Scholar
• Ellsworth, E. 1997. Teaching Positions: Difference Pedagogy and the Power of Address. New York, NY: Teachers College Press.
   Google Scholar
• Falchikov, N., and D. Boud. 2007. “Assessment and Emotion. The Impact of Being Assessed.” Chap. 11 in Rethinking Assessment in Higher Education Learning for the Longer Term, edited by D. Boud and N. Falchikov, 144–155. Abingdon: Routledge.
   Google Scholar
• Gallacher, J., B. Crossan, J. Field, and B. Merrill. 2002. Learning Careers and the Social Space: Exploring the Fragile Identities of Adult Returners in the New Further Education.” International Journal of Lifelong Education 21 (6): 493–509.
   Google Scholar
• Geertz, C. 1973. The Interpretation of Cultures: Selected Essays. New York, NY: Basic Books.
   Google Scholar
• Glaser, B. 1992. Basics of Grounded Theory Analysis. California, CA: Sociology Press.
   Google Scholar
• Gorard, S., and G. Rees. 2002. Creating a Learning Society? Learning Careers and Policies for Lifelong Learning. Bristol: The Policy Press.
   Google Scholar
• Hargreaves, A., and P. Woods, eds. 1984. Classrooms and Staffrooms: The Sociology of Teachers and Teaching. Milton Keynes: Open University Press.
   Google Scholar
• Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi:10.3102/003465430298487.
   Web of Science ®Google Scholar
• Ingleton, C. 1999. “Emotion in Learning: A Neglected Dynamic.” HERDSA Annual International Conference, Melbourne, July 12–15. Accessed March 28. http://www.herdsa.org.au/wp-content/uploads/conference/1999/pdf/Ingleton.PDF.
   Google Scholar
• Kuhn, A. 1995. Family Secrets: Acts of Memory and Imagination. London: Verso.
   Google Scholar
• Leathwood, C., and P. O'Connell. 2003. “‘It's a Struggle’: The Construction of the ‘New Student’ in Higher Education.” Journal of Education Policy 18 (6): 597–615.
   Web of Science ®Google Scholar
• Livingstone, A. G., R. Spears, A. S. R. Manstead, M. Bruder, and L. Shepherd. 2011. “We Feel, Therefore We are: Emotion as a Basis for Self-categorization and Social Action.” Emotion 11 (4): 754–767. doi:10.1037/a0023223.
   PubMed Web of Science ®Google Scholar
• Lowe, P. A., S. W. Lee, K. M. Witteborg, K. W. Prichard, M. E. Luhr, C. M. Cullinan, B. A. Mildren, J. M. Raad, R. A. Cornelius, and M. Janik. 2008. “The Test Anxiety Inventory for Children and Adolescent.” Journal of Psychoeducational Assessment 26 (3): 215–230. doi:10.1177/0734282907303760.
   Web of Science ®Google Scholar
• Meijer, J. 2001. “Learning Potential and Anxious Tendency: Test Anxiety as a Bias Factor in Educational Testing.” Anxiety, Stress, and Coping 14 (3): 337–362.
   Web of Science ®Google Scholar
• Miles, M., and M. Huberman. 1994. An Expanded Sourcebook Qualitative Data Analysis. 2nd ed. London: SAGE Publications.
   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 (4): 315–341. doi:10.1007/s10648-006-9029-9.
   Web of Science ®Google Scholar
• Price, M., K. Handley, J. Millar, and B. O'Donovan. 2010. “Feedback: All that Effort, but What Is the Effect?” Assessment & Evaluation in Higher Education 35 (3): 277–289.
   Web of Science ®Google Scholar
• Putwain, D. W., K. A. Woods, and W. Symes, 2010. “Personal and Situational Predictors of Test Anxiety of Students in Post-compulsory Education.” British Journal of Educational Psychology 80 (1): 137–160. doi:10.1348/000709909X466082.
   PubMed Web of Science ®Google Scholar
• Race, P. 1995. “What has Assessment Done for Us – And to Us?” Chap. 4 in Assessment for Learning in Higher Education, edited by P. Knight, 61–74. London: SEDA/Kogan Page.
   Google Scholar
• Sadler, D. R. 1989. “Formative Assessment and the Design of Instructional Systems.” Instructional Science 18 (2): 119–144. doi:10.1007/BF00117714.
   Web of Science ®Google Scholar
• Silverman, D. 2001. Interpreting Qualitative Data Methods for Analysing Talk, Text and Interaction. 2nd ed. London: SAGE Publications.
   Google Scholar
• Steinberg, C. 2008. “Assessment as an ‘Emotional Practice’.” English Teaching: Practice and Critique 7 (3): 42–64.
   Web of Science ®Google Scholar
• Tinto, V. 1993. Leaving College: Rethinking the Causes and Cures of Student Attrition. 2nd ed. Chicago: University of Chicago Press.
   Google Scholar
• Turner, V. 1969. The Ritual Process Structure and Anti-structure. New Brunswick, NJ: AldineTransaction.
   Google Scholar
• Van Gennep, A. 1960. The Rites of Passage. Chicago: University of Chicago Press.
   Google Scholar
• Värlander, S. 2008. “The Role of Students’ Emotions in Formal Feedback Situations.” Teaching in Higher Education 13 (2): 145–156.
   Web of Science ®Google Scholar
• Weil, S. 1986. “Non-traditional Learners within Traditional Higher Education Institutions: Discovery and Disappointment.” Studies in Higher Education 11 (3): 219–235.
   Web of Science ®Google Scholar
• Weiss, R. 2000. “Emotion and Learning.” Training and Development 54 (11): 44–48
   Google Scholar
• Yorke, M. 2003. “Formative Assessment in Higher Education: Moves towards Theory and the Enhancement of Pedagogic Practice.” Higher Education 45 (4): 477–501. doi:10.1023/A:1023967026413.
   Web of Science ®Google Scholar
• Yorke, M., and P. Knight. 2004. “Self-theories: Some Implications for Teaching and Learning in Higher Education.” Studies in Higher Education 29 (1): 25–37.
   Web of Science ®Google Scholar