A qualitative examination of critical feedback processes in project-based youth programs
• Receiving critical feedback can be hard, especially during adolescence. • However, critical feedback processes are key to learning. • Adults who lead project-based youth programs regularly give critical feedback to participants. • We studied how teens experienced critical feedback and strategies u...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Griffith, Aisha N. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Effect of dendrimers on selected enzymes—Evaluation of nano carriers - Ionov, Maksim ELSEVIER, 2016, Amsterdam |
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| Übergeordnetes Werk: |
volume:62 ; year:2020 ; pages:0 |
| Links: |
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| DOI / URN: |
10.1016/j.cedpsych.2020.101892 |
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| 520 | |a • Receiving critical feedback can be hard, especially during adolescence. • However, critical feedback processes are key to learning. • Adults who lead project-based youth programs regularly give critical feedback to participants. • We studied how teens experienced critical feedback and strategies used to provide it. • Adolescents felt critical feedback was useful when it was clear and balanced, empathetic, and involved dialogue that privileged participants’ ownership of their work. | ||
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• Receiving critical feedback can be hard, especially during adolescence. • However, critical feedback processes are key to learning. • Adults who lead project-based youth programs regularly give critical feedback to participants. • We studied how teens experienced critical feedback and strategies used to provide it. • Adolescents felt critical feedback was useful when it was clear and balanced, empathetic, and involved dialogue that privileged participants’ ownership of their work. |
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• Receiving critical feedback can be hard, especially during adolescence. • However, critical feedback processes are key to learning. • Adults who lead project-based youth programs regularly give critical feedback to participants. • We studied how teens experienced critical feedback and strategies used to provide it. • Adolescents felt critical feedback was useful when it was clear and balanced, empathetic, and involved dialogue that privileged participants’ ownership of their work. |
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• Receiving critical feedback can be hard, especially during adolescence. • However, critical feedback processes are key to learning. • Adults who lead project-based youth programs regularly give critical feedback to participants. • We studied how teens experienced critical feedback and strategies used to provide it. • Adolescents felt critical feedback was useful when it was clear and balanced, empathetic, and involved dialogue that privileged participants’ ownership of their work. |
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code="c">2020</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">• Receiving critical feedback can be hard, especially during adolescence. • However, critical feedback processes are key to learning. • Adults who lead project-based youth programs regularly give critical feedback to participants. • We studied how teens experienced critical feedback and strategies used to provide it. • Adolescents felt critical feedback was useful when it was clear and 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