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FEEDBACK MECHANISMS IN THE EDUCATIONAL PROCESS AND THE

PSYCHOLOGICAL PROBLEMS OF THEIR APPLICATION

Zeynab Baylarova1

Melek Bagirova2

Aysun Mammadhasanova3

Narmin Mammadova4

Abstract: This article examines the role of emotional effects in providing feedback in training. The

research was conducted with the participation of 40 students. In addition to studying the psychological

mechanisms for establishing feedback in training, the dynamics of various variables during feedback

were also examined. During the study, it was observed that changes in students’ motivation, self-

assessment, and learning achievements were higher under negative emotional inuences compared

to positive ones, and a negative correlation was found ($p=0.03$). This fact indicates that feedback

undergoes a signicant change during positive and negative emotional experiences, and the more

long-term these relationships are, the more active the moderator changes become.

Keywords: education, training, feedback, emotional effects, attitude toward training

1 Psychology student of SABAH Groups Baku State University Baku, Azerbaijan. Orcid: https://

orcid.org/0009-0002-1413-4870

2 Psychology student of SABAH Groups Baku State University Baku, Azerbaijan. Orcid: https://

orcid.org/0009-0004-4820-3699

3 Psychology student of SABAH Groups Baku State University Baku, Azerbaijan. Orcid: https://

orcid.org/0009-0004-9251-6510

4 Psychology student of SABAH Groups Baku State University Baku, Azerbaijan. Orcid: https://

orcid.org/0009-0007-8333-0871

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Introduction

In the modern era, various factors, including the pandemic, weaken the effectiveness of

training activities, primarily causing delays in the formation of weak knowledge, skills, and habits

(UNESCO, 2020; OECD, 2021). The facts show that the impact of various processes is due to the

weakening of a complex feedback mechanism or a reduction in its application to learning (Hattie,

2009). Through the feedback mechanism, it is possible to monitor changes in the learning process

and steer the conditions in a more purposeful direction (Shute, 2008; Nicol & Macfarlane-Dick,

2006). Of course, establishing feedback in training does not depend solely on the instructor’s attitude,

communication style, and competence. To do this, it is necessary to create a conducive learning

environment (Fraser, 2012; Jabbarov, 2021; Jabbarov et al., 2024). Although a supportive educational

environment is understood differently in various contexts, its core component is creating conditions

that support the development of creativity (Craft, 2005; Beghetto, 2010). The teaching process has very

complex dynamics; a wide spectrum of processes exists, from assessment to communication style

(Black & Wiliam, 1998). Properly managing these processes and applying the necessary feedback

mechanism to them is considered one of the main duties of an educator (Hattie & Timperley, 2007).

However, effective use of innovations is not considered possible without providing feedback (Fullan,

2007; Jabbarov, 2018). It should be noted that in recent times, psychological and pedagogical sources

have focused more on the methodological aspects of education, as well as on diagnostic, assessment,

and monitoring functions (Brookhart, 2008). The main reason for adhering to these points is that,

the most researched topics in the monitoring and regulation functions of instruction are assessment

and the monitored components, and researchers are trying to investigate the impact of assessment

procedures on students’ motivation and learning quality (Black & Wiliam, 2009; Andrade, 2010).

Furthermore, the impact of assessment on students’ self-competence levels is also of signicant

importance (Brookhart, 2013; Jabbarov and Ibrahimova, 2012). The essence of the problem is that

researchers are trying to determine the key factors that ensure the effectiveness of these procedures—

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that is, assessment (Sadler, 1989; Vakil, 2021). The growing trend of person-centered training in the

direction of humanizing modern education requires the establishment of dialogue and the achievement

of common results among educational stakeholders (Vygotsky, 1978; Rogers, 1983). Collaborative

teaching and learning practices ensure effective results and the acquisition of more practical skills

(Bandura, 1986). However, the question of how this process is realized remains a signicant one.

It is believed that to ensure the process’s optimality, a feedback mechanism based on information

exchange and mutual interaction yields more consistent results (Nicol & Macfarlane-Dick, 2006).

In psychological research, this aspect is twofold: on the one hand, the pedagogical communication

of educational subjects and their attitude toward education emerge as a complex problem (Wentzel,

1997); on the other hand, Western sources pay more attention to the components of communication

(Pianta, 1999). Feedback is a signicant object of study for external researchers, and studies in this

area emphasize its importance (Hattie & Timperley, 2007; Vakil, 2021; Jabbarov, 2021). The main

purpose of this study is to identify the structure of the feedback learning and feedback mechanism

through emotional effects, and to investigate the impact of the feedback mechanism that emerges

during this process on students’ learning outcomes, motivational potential, and self-regulation skills

(Zimmerman, 2002; Deci & Ryan, 2000).

Literature review

In the learning process, feedback serves as one of the main concepts extensively studied

in educational psychology. This concept is generally characterized as a response to information

transmitted in a communication process and is considered a mechanism that plays a crucial role in

increasing the effectiveness of learning. (Jabbarov, 2021; Vakil, 2021).

The nature of feedback has been explained by various researchers from different perspectives.

In the context of communication theory, A. A. Kalashnikov evaluates feedback as an integral

component of speech activity and emphasizes its close connection to an individual’s analysis of their

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own activity and regulation of their future behavior. According to this approach, feedback is not just

a response but also serves as a crucial mechanism that ensures the continuity of the communication

process.

Scientic research in the behavioral sciences has further deepened the theoretical foundations

of the concept of feedback. According to the “law of effect” proposed by Edward Thorndike, behaviors

accompanied by positive outcomes are more likely to be repeated, while negative outcomes decrease

this probability. In this regard, the reinforcing function of feedback is of particular importance. In a

later stage, B. F. Skinner, within the framework of operant conditioning theory, further elaborated on

the mechanisms by which feedback inuences behavior by systematizing the concepts of positive and

negative reinforcement.

From cognitive and constructivist perspectives, feedback is viewed more as part of the learner’s

cognitive activities. Jerome Bruner interprets feedback as information that shows the extent to which

an individual’s understanding of reality is accurate. According to this approach, feedback is not just a

means of evaluation, but also a crucial mechanism for restructuring and enriching existing knowledge.

Constructivists, on the other hand, believe that new knowledge is formed through interaction with

prior knowledge, and in this process, feedback plays a transformative and developmental role.

In the sociocultural approach, Lev Vygotsky explains feedback as a result of interaction that

occurs in a social environment. According to him, feedback is rst formed between people and is later

integrated into an individual’s internal psychological processes. From this perspective, the mutual

relationship and communication between the teacher and student are considered one of the key factors

in the creation and effective development of feedback.

A review of modern research shows that feedback is considered not just the transfer of

information, but also a complex psychological mechanism closely linked to motivation and self-

assessment. Extensive research by John Hattie and Helen Timperley shows that feedback is one of

the variables with the greatest and most signicant impact on learning outcomes. They distinguished

four levels of feedback—task, process, self-regulation, and personal—and noted that its effectiveness

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is linked to its proper establishment at these levels.

Furthermore, U.K. Estes highlights two main factors that inuence the formation of the

feedback mechanism: the motivational and informational components. The motivational component

shapes the learner’s emotional responses, while the informational component is the factor that evaluates

the correctness of their performance. This approach shows that feedback is closely linked not only

with cognitive but also with emotional processes (Jabbarov, 2018; Jabbarov and Ibragimova, 2013).

Some researchers also evaluate feedback as a means of regulating the mutual relationship

between a teacher and a student. For example, Petrushenko and Bessonov explain feedback as a

mechanism for adaptation and self-development. They emphasize its important role in regulating

behavior under changing conditions. This approach suggests that feedback affects not only learning

outcomes but also personality development.

Overall, a review of the literature indicates that the concept of feedback has historically

evolved from behaviorist approaches to more complex meanings in modern cognitive, constructivist,

and social frameworks. In modern educational psychology, feedback is not only an integral part of the

learning process but also serves as one of the primary factors in shaping motivation, self-assessment,

and academic achievement. In particular, the inuence of emotional components on the feedback

mechanism further increases the relevance of research in this area.

The main hypothesis of the study

The study posits that to create effective feedback in training, it is necessary to amplify the

impact of positive emotional additions on behavior within the communication process. In the training

process, such positive emotional additions increase self-assessment and create conditions for its more

adequate formation.

Research Methodology

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The study was conducted with 40 psychology students during the training process at the

“Psychodiagnostics and Psychoconsultation” center. During the study, experimental and control

groups (20 participants each) were created, and the procedures required for the research were followed.

The number of male and female students was equal. During the study, the instructor conducting the

training was given 8 feedback forms ( ) to determine the indicators of positive and negative feedback.

The following feedback forms were used to provide positive feedback:

“You are attentive.”

“I like your ideas.”

“You’re turning out great, too.”

“That’s a very smart idea.”

The following address forms were used to create negative feedback:

“You didn’t understand me.”

“I don’t like your ideas.”

“You’re no good either.”

“Your opinion is an unfounded opinion.”

The training process was structured so that each student participating in the group could

express their opinions several times. The parameter of academic achievement was used to study the

effect of such a situation on the students’ performance during both positive and negative reinforcement.

The study was conducted in two phases. In the rst phase, measurements were taken. In the

second phase, the interventions were used in groups, measurements were taken again one month later,

and the results were compared. To this end, the study used the “Motivation Questionnaire” (2006)

and the “Self-Assessment Scale” (Motkov, 1979), and the students’ grades from the training were

recorded.

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Processing of the results

In the rst phase of the study, diagnostic measurements were generally conducted with the

students. The purpose here was to assess the pre-experimental situation. Academic achievements

were taken into account in the measurement, and the Training Achievement Methodology was used.

Table 1. Pre-experimental diagnostic measurements in students

Methodology Diagnostic Levels N=40

higher average low

Learning achievements 41.72 40.04 33.00

As shown in Table 1, without any developmental work, the measurements indicated that the

scores students achieved without applying feedback mechanisms were adequate for the initial stage.

Table 2. When using a positive “reinforcing effect” the effect of changes in learning achievements on

feedback

Positive emotional additions to behavior Training achievement indicators (N=40)

higher average low

“You are attentive.” 41.34 36.11 22.56

“I like your ideas.” 42.19 40.33 17.47

“You’re turning out great, too.” 42.27 40.67 17.1

“That’s a very smart idea.” 38.55 35.95 25.04

As shown in Table 2, when using the positive reinforcement effect of, an increase in training

outcomes was observed compared to the initial measurements. Specically, 33.00%, 41.72%, and

40.04% corresponded to 41.34%, 40.67%, and 17.1%, respectively. 41.34%, 40.04%, and 33.00%

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changed. The increase in training scores once again demonstrates that positive emotional reinforcers

play a crucial role in training feedback. These changes are long-term in nature, which methodologically

attests to the reliability of our study.

Table 3. Training achievements when using negative feedback. The effect of changes in training

achievements on feedback

Negative emotional additions to behavior Training achievement indicators (N=40)

higher average low

“You didn’t understand me.” 35.27 33.11 31.64

“I don’t like your ideas.” 36.16 33.89 29.99

“You’re no good either.” 42.06 31.68 26.24

“Your opinion is an unfounded opinion.” 38.57 38.12 23.12

As seen in Table 3, negative emotional additions lower training achievements. However, it

should be noted that during teacher-student relationships, thoughts that are directly aimed at evaluating

cognitive abilities are perceived by students as thoughts directed at their personality.

The statement “Your opinion is an unfounded opinion” has a smaller impact on learning

outcomes than the others (38.12%; 38.57%; 23.32%).

Conclusions

Our research showed that when providing feedback during the training process, the method

of communicating in the form of thoughts—using negative or positive emotional additions as—

signicantly affects students’ training achievements. Establishing feedback on a positive foundation

in training increases cognitive activity and improves attitude toward training.

The results of our research on increasing students’ cognitive activity and creating a feedback

mechanism are indirectly consistent with the ndings of many studies (Ermakova, T.I., Ivashkin E.G.

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(2013), Grigorieva E. Yu. (2011), Abolina N.S., (2012), Chai M. Tyng, et.al, (1998), Blumberg, (1972),

Topping, KJ, Smith, EF, Swanson, I., & Elliot, A. (2000).

However, some studies also observe different and contradictory ndings (Rowe, et al., 2012;

Nicol and Macfarlane-Dick (2006)). These studies have found that feedback prevents the assessment

of, facilitates generalization, reveals knowledge gaps, and helps prevent deviation from the ideal

outcome.

According to a number of researchers, two key points emerge for recognizing and managing

the emotional dimensions of feedback: the importance of building positivity in feedback practices

and teaching students to cope with and use feedback effectively. Ensuring effective feedback should

consider ‘helping learners address their emotional and cognitive issues’ (Moore and Kuol 2007).

A number of researchers, however, support the idea that promoting positive emotions in feedback

exchange will increase the student’s ability to pay attention to, accept, and understand feedback, while

also reducing negative emotions (Fredrickson 2001; Fredrickson and Cohn 2008).

In conclusion, positive emotional effects play a crucial role in establishing feedback, and

using these effects in the training process enhances training outcomes. By creating a special education

environment, it is possible to ensure the feedback mechanism and thereby develop instructional

planning and a creative mindset.

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