This paper is in response to the manuscript entitled, “Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning,” (Jarrell, Harley, Lajoie, & Naismith, Educational Technology & Research Development, 65, 1263–1284: 2017) from a K-12 teacher and administrator educational perspective. Jarrell et al.’s (Educational Technology & Research Development, 65, 1263–1284: 2017) findings indicate a strong relationship between outcome emotions and performance tasks: highest performing medical students had the most positive emotions. The authors suggested that medical students who fail and experience negative emotions could experience a loss of confidence and lead to dropping out of medical school. These results can be applied to teachers and administrators in K-12 settings as they make the shift to digital learning by including emotional assessments into the new digital learning platforms in order to address areas of emotional stress and teacher burnout before leading to attrition. This perspective makes suggestions of ways Jarrell et al.’s (Educational Technology & Research Development, 65, 1263–1284: 2017) findings could be a starting place for educational stakeholders to prioritize teachers’ emotional well-being and offer an opportunity to provide intervention support in order to increase teacher self-efficacy in the shift to digital and possibly reduce teacher burnout.

本文是对题为“成功、失败和情绪：检查诊断推理中绩效反馈和情绪之间的关系”的手稿的回应，（Jarrell, Harley, Lajoie, & Naismith, Educational Technology & Research Development, 65, 1263– 1284: 2017) 从 K-12 教师和管理人员教育的角度来看。Jarrell 等人 (Educational Technology & Research Development, 65, 1263–1284: 2017) 的研究结果表明结果情绪与绩效任务之间存在密切关系：表现最好的医学生拥有最积极的情绪。作者建议，失败并经历负面情绪的医学生可能会失去信心并导致从医学院辍学。这些结果可以应用于 K-12 环境中的教师和管理人员，因为他们通过将情绪评估纳入新的数字学习平台来转向数字学习，以便在导致减员之前解决情绪压力和教师倦怠的领域。这种观点提出了 Jarrell 等人 (Educational Technology & Research Development, 65, 1263–1284: 2017) 研究结果的建议，可以作为教育利益相关者优先考虑教师情绪健康的起点，并提供机会提供干预支持，以提高教师在向数字化转变中的自我效能，并可能减少教师的倦怠。