Examining the relationship between student perceptions of feedback and emotional maturity

Current research (Ajjawi & Boud, 2017; Carless, 2006; Pitt & Norton, 2017; To, 2016; Varlander, 2008) shows that instructors provide feedback to assist in learning, and how this feedback is taken up by students may be influenced by the relationship between the teacher and student, and the feedback delivery. Students may have mixed feelings and emotions when receiving and processing feedback, impacting how they engage with the feedback moving forward. Teachers and students do not always perceive the usefulness and effectiveness of feedback similarly, which can lead to miscommunication, frustration, and may impede student learning. Current research in this area is primarily qualitative. While it is important to understand the feelings and views of students, the aim of this study is to collect data from a larger sample of students across different faculties at Douglas College. The purpose of this is to determine a correlation between perceptions of feedback and the emotional maturity of students. Poster submission was sponsored by Dr. Meaghan Dougherty, (Applied Community Studies Department) and was presented at the Coquitlam campus on April 9, 2024, for Student Research Days 2024.