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This article analyzes feedback provided to underperforming students who have failed examinations, highlighting that they receive more comments, including a higher proportion of negative feedback. It discusses the complexity of feedback interpretation and the emotional responses of students, particularly those with low self-esteem, to such comments. The study suggests a need for further research to differentiate between feedback related to student work quality and the nature of teacher comments.
- Author
- dyd2cfvkn7
- Language
- EN