Performance anxiety has been a much-discussed topic in recent years, but many questions surrounding it remain unanswered. This essay investigates how written corrective feedback affects students' performance anxiety and how students and teachers attempt respond to performance anxiety in the classroom. Two questionnaires were administered to teachers and students to investigate how they give and receive feedback and how they handle negative emotions. The results show that a large majority of the students experience anxiety about written assignments and that teachers need to work more on teaching emotional regulation in the classroom to help students better deal with performance anxiety.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:oru-100256 |
| Date | January 2022 |
| Creators | Fröberg, My |
| Publisher | Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0017 seconds