This paper explored links among three key constructs pertinent to student learning: performance feedback received, emotions elicited as a result of such feedback, and student performance on a writing task. A sample of 464 university students (age: M =18.91, SD = 2.51) were asked to write an essay and then were encouraged to revise it based on feedback presented to them. Path mediation models showed that overall negative affect, as well as discrete negative emotions, mediated the relation between receiving feedback and student performance on the final version of the essay. Furthermore, the direct effect of receiving a numeric score negatively predicted students' performance on an essay exam and positively predicted the experience of negative emotions. The indirect effect was positive, suggesting that the experience of negative emotions may have served as a motivational factor in students' desire to improve performance. More research is needed to further explain this relation and the reciprocal causal role emotions play in different feedback mechanisms and performance.

本文探讨了与学生学习有关的三个关键结构之间的联系：收到的表现反馈，由于这种反馈而引起的情绪以及学生在写作任务上的表现。464名大学生的样本（年龄：M = 18.91，SD = 2.51），要求他们撰写一篇论文，然后根据收到的反馈意见对其进行修改。路径调解模型显示，总体负面影响以及离散的负面情绪介导了论文最终版本中反馈和学生表现之间的关系。此外，获得数字分数的直接效果会负面地预测学生在作文考试中的表现，并正面地预测负面情绪的体验。间接影响是积极的，表明负面情绪的经历可能已成为学生提高学习欲望的动机因素。需要更多的研究来进一步解释这种关系，以及情感在不同的反馈机制和表现中所起的相互因果作用。