In higher education, peer assessment is increasingly used to encourage active, collaborative learning. However, an often underestimated aspect of this process is the emotional charge it generates. A recent study published in ScienceDirect (read the study here) highlights the importance of emotions and their regulation in the processing of feedback, particularly among nursing students during their internships.
This analysis offers valuable insights into how students react to feedback, and how these emotions influence their learning. In this article, we explore the results of this research and draw some parallels with peer assessment, an area where emotional regulation plays an equally central role.
Understanding emotions in the feedback process
A study of nursing students shows that receiving feedback, especially critical feedback, often triggers intense emotional reactions. These emotions can be motivating, but also inhibiting if not properly managed.
The researchers identified three main emotional regulation strategies used by students:
- Cognitive reappraisal Reframing the content of feedback as an opportunity for growth, rather than a personal criticism.
- Attention management Focus on the constructive elements of feedback, filtering out potentially demotivating aspects.
- Controlled emotional expression Emotional expression: express feelings in a measured way, in order to maintain a constructive dialogue with the evaluator.
These mechanisms show that emotional regulation is an essential skill for capitalizing on feedback. This is particularly relevant in peer review, where the diversity of perspectives can amplify the variety of emotional reactions.
Peer review and its emotional challenges
In an academic setting, peer review involves students giving and receiving feedback on each other's work. While this process fosters engagement and the development of critical skills, it can also generate :
- Apprehension about giving feedback Some students are afraid of hurting or offending their peers by giving criticism.
- A feeling of vulnerability Receiving feedback from peers, perceived as equals, can be emotionally more delicate than feedback from a teacher.
- Cognitive and emotional overload when students have to process multiple, sometimes contradictory feedbacks to improve their work.
These emotional challenges can have a direct impact on the effectiveness of the learning process.
Emotional regulation: a lever for improving learning
The results of the study underline that emotions must be considered a central element of the feedback process. This is particularly true in peer review, where the quality of interactions depends on clear, respectful communication.
Here are a few recommendations, inspired by research findings, to promote effective emotional regulation in peer review:
- Training students in constructive feedback Training students in constructive feedback: raising awareness of best practices for providing clear, benevolent and structured feedback.
- Encourage personal reflection To encourage personal reflection: propose activities where students can analyze their emotional reactions to feedback and learn how to manage them.
- Creating a caring environment Establish clear rules to ensure that feedback remains respectful and focused on improvement.
Parallels with ChallengeMe
Although the study focuses on nursing placements, its findings are echoed in technological innovations that support peer assessment. For example, in ChallengeMe we integrate features to accompany students through the feedback process:
- Synthesis of feedback Automated tools highlight the key elements of multiple feedbacks, to help students better prioritize their efforts.
- Comment moderation To ensure a friendly environment by filtering out inappropriate feedback.
- Formulation coaching Help students write structured, constructive feedback using intelligent suggestions.
These features do not replace emotional regulation, but they do offer valuable support in reducing the emotional and cognitive load associated with feedback.
Towards a more humane assessment
The study by ScienceDirect reminds us that behind every piece of feedback there are emotions. Whether it's receiving criticism from a teacher or a peer, emotional feelings strongly influence how the feedback is processed and integrated.
For educators and institutions, this means it's essential to integrate the emotional dimension into pedagogical practices. For digital solutions, it means designing tools that not only facilitate the evaluation process, but also take into account the emotional impact on users.
Together, these approaches can transform feedback into a real driver of progress and fulfillment for students.
For further information, please consult thecomplete study here.
