Exploring links between feedback, emotions, and behavioral engagement in secondary school Singaporean students

Abstract

In the current study, we examined the longitudinal relations among emotions, appraisals, and behavioral engagement with feedback in a sample of 314 Singaporean secondary school students. Students worked on writing assignments, and teachers gave feedback in the form of grades and comments. Students' emotions, appraisals, and receptivity to instructional feedback were assessed using a number of self-report instruments administered at four points in time, including the baseline and three additional waves. Repeated Measures ANOVA has shown variations in enjoyment, pride, excitement, anxiety, and shame, whereas non-significant differences were found for behavioral engagement, and aggregates of positive and negative affect over time. The latent growth modeling results have shown a steady decrease in enjoyment, pride, hope, and excitement, while the decline in anxiety and shame differed over time depending on the level of those emotions. Additionally, gender differences and changes in receptivity to instructional feedback were revealed. Cross-lagged panel model analysis also showed non-significant cross-paths, indicating high stability for the reciprocal influence of emotions and behavioral engagement over time. The findings provide insights about links among emotions, appraisals, and behavioral engagement and how these are forged by how students deal with the feedback.