Providing constructive feedback is complex due to the interplay of emotional and motivational processes students experience when receiving such feedback. In the present study, we investigated constitutive elements of what would make feedback perceived to be constructive, and whether students' mastery approach goal orientation and writing…

Building upon self-regulated learning theories, we examined the nature of student writing goals and the relationship of these writing goals to revision alone and in combination with two other important sources of students' self-regulated revision--peer comments on their writing, and reflections for their own writing obtained from reviewing others'…