The role of emotional effects in providing feedback in learning
DOI:
https://doi.org/10.17162/au.v12i3.1107Keywords:
education, learning, feedback, emotional effects, self-esteem, psychologyAbstract
The article examines the role of emotional effects in providing feedback in training. The research was conducted with the participation of 60 students. Along with the study of the psychological mechanisms of feedback, the training observed the dynamics of changes in various parameters during feedback. The research showed that according to the normal distribution, there is a significant correlation at the level of p = 0.3 for positive emotional attachment to behaviour, and p = 0.6 for negative emotional attachment to behaviour. During negative influences, students' motivation, self-esteem, and change in learning achievements are higher than positive influences, and there is a negative correlation (at the level of p = 0.03). This fact confirms that feedback undergoes significant changes during positive and negative emotional attachment and that the more persistent these relationships are, the more dynamic the moderator changes will be. Simply speaking, positive attachment increases learning achievement, motivation, and self-esteem to a certain extent. On the contrary, negative attachment to some extent lower learning achievements, motivation and self-esteem. At the same time, creating a positive feedback in the learning increases cognitive activity, improves the attitude to learning, as well as teacher-student relations.Downloads
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