Emotional Discomfort as a Catalyst for Breaking Through Students’ Self-Perceived Capabilities

Abstract

This chapter employs a critical, reflexive, and holistic multiple-case study design at a Canadian polytechnic to demonstrate the value of authentic assessment for improving student self-efficacy across several business courses. Assessment strategies, instructional design techniques, coaching skills, and emotional affect are examined through instructor observation and reflection, yielding actionable insights for instructors and future research directions.

Citation

Kanewischer, B., Johnston, S.L., Lyndon, J. and Glancey, M. (2023), "Emotional Discomfort as a Catalyst for Breaking Through Students’ Self-Perceived Capabilities", Kumar, P., Culham, T.E., Major, R.J. and Peregoy, R. (Ed.) Honing Self-Awareness of Faculty and Future Business Leaders: Emotions Connected with Teaching and Learning, Emerald Publishing Limited, Leeds, pp. 7-21. https://doi.org/10.1108/978-1-80262-349-920231001