The role of emotional effects in providing feedback in learning
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 feedbac...
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| Publicado en: | Apuntes Universitarios |
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| Autores principales: | , , , |
| Formato: | Artículo de revista |
| Lenguaje: | español |
| Publicado: |
Universidad Peruana Unión
2022
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| _version_ | 1881695037866115072 |
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| author | Jabbarov, Rashid Valiyeva, Yamen Valiyeva, Valida Aliyeva, Sakhavat |
| author_browse | Aliyeva, Sakhavat Jabbarov, Rashid Valiyeva, Valida Valiyeva, Yamen |
| author_facet | Jabbarov, Rashid Valiyeva, Yamen Valiyeva, Valida Aliyeva, Sakhavat |
| author_sort | Jabbarov, Rashid |
| collection | Revistas |
| container_title | Apuntes Universitarios |
| description | 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. |
| format | Online |
| id | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/1107 |
| institution | UPeU |
| issn | 2304-0335 2225-7136 |
| language | Spanish |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Apuntes Universitarios |
| spelling | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/11072022-04-25T16:14:55Z The role of emotional effects in providing feedback in learning La función de los efectos emocionales en la retroalimentación del aprendizaje Jabbarov, Rashid Valiyeva, Yamen Valiyeva, Valida Aliyeva, Sakhavat education, learning, feedback, emotional effects, self-esteem, psychology Educación, aprendizaje, retroalimentación, efectos emocionales, autoestima, psicología 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. El presente artículo examina la función de los efectos emocionales en la retroalimentación en el entrenamiento. La investigación se realizó con la participación de 60 estudiantes. Junto con el estudio de los mecanismos psicológicos de retroalimentación, el entrenamiento observó la dinámica de cambios en varios parámetros durante la retroalimentación. La investigación mostró que, según la distribución normal, existe una correlación significativa al nivel de p = 0,3 para apego emocional positivo a la conducta y p = 0,6 para apego emocional negativo a la conducta. Durante las influencias negativas, la motivación, la autoestima y el cambio en los logros de aprendizaje de los estudiantes son más altos que las influencias positivas, y existe una correlación negativa (al nivel de p = 0,03). Este hecho confirma que la retroalimentación sufre cambios significativos durante el apego emocional positivo y negativo y que cuanto más persistentes sean estas relaciones, más dinámicos serán los cambios de moderador. En pocas palabras, el apego positivo aumenta los logros de aprendizaje, la motivación y la autoestima hasta cierto punto. Por el contrario, el apego negativo reduce en cierta medida los logros de aprendizaje, la motivación y la autoestima. Al mismo tiempo, crear una retroalimentación positiva en el aprendizaje aumenta la actividad cognitiva, mejora la actitud hacia el aprendizaje, así como las relaciones profesor-alumno. Universidad Peruana Unión 2022-04-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1107 10.17162/au.v12i3.1107 Apuntes Universitarios; Vol. 12 Núm. 3 (2022): Revista de Investigación Apuntes Universitarios; 129-145 2304-0335 2225-7136 10.17162/au.v12i3 spa https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1107/897 Derechos de autor 2022 Rashid Jabbarov, Yamen Valiyeva, Valida Valiyeva, Sakhavat Aliyeva https://creativecommons.org/licenses/by/4.0 |
| spellingShingle | education, learning, feedback, emotional effects, self-esteem, psychology Educación, aprendizaje, retroalimentación, efectos emocionales, autoestima, psicología Jabbarov, Rashid Valiyeva, Yamen Valiyeva, Valida Aliyeva, Sakhavat The role of emotional effects in providing feedback in learning |
| title | The role of emotional effects in providing feedback in learning |
| title_alt | La función de los efectos emocionales en la retroalimentación del aprendizaje |
| title_full | The role of emotional effects in providing feedback in learning |
| title_fullStr | The role of emotional effects in providing feedback in learning |
| title_full_unstemmed | The role of emotional effects in providing feedback in learning |
| title_short | The role of emotional effects in providing feedback in learning |
| title_sort | role of emotional effects in providing feedback in learning |
| topic | education, learning, feedback, emotional effects, self-esteem, psychology Educación, aprendizaje, retroalimentación, efectos emocionales, autoestima, psicología |
| topic_facet | education, learning, feedback, emotional effects, self-esteem, psychology Educación, aprendizaje, retroalimentación, efectos emocionales, autoestima, psicología |
| url | https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1107 |
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