This experimental study examined the effects of an instructor’s face threat mitigation tactics on student self-efficacy for learning and perceived emotional support from the instructor in a written feedback setting. Participants (N = 401) were randomly assigned to one of two feedback scenarios in which level of face threat was manipulated. Student feedback anxiety was measured prior to being exposed to the feedback scenario. Results indicate that high face threat mitigation is positively associated with student self-efficacy for learning and perceived emotional support from the instructor. Results also revealed that feedback anxiety predicts lower self-efficacy for learning and less perceived emotional support from the instructor. Implications regarding theory, the measurement of feedback apprehension, and student–instructor communication are discussed.

中文翻译：

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反馈中的面部威胁缓解：对学生反馈焦虑、自我效能感和感知到的情感支持的检验

本实验研究检查了教师的面部威胁缓解策略对学生学习自我效能感的影响，以及在书面反馈环境中教师的感知情感支持。参与者 (N = 401) 被随机分配到两个反馈场景之一，其中面部威胁水平被操纵。在接触反馈场景之前测量学生反馈焦虑。结果表明，高面子威胁缓解与学生的学习自我效能感和从教师那里感知到的情感支持呈正相关。结果还显示，反馈焦虑预示着较低的学习自我效能感和较少感知到的来自教师的情感支持。对理论的影响，反馈恐惧的测量，