Self-regulation from Emotive feedback a Catalyst for Creative Task Appraisals in Design Education

We examined self-reports on performance of a group with untutored, unconstrained assignments (without external feedback) and contrasted it with ‘control’ performers in tutored sessions (with external feedback) to check if emotive self-regulation, based on participants’ auto-feedback perceptions generate a better product trajectory. Does positive self-feedback work well and influence creative strategy in a positive way, just as proponents of ’emotional intelligence’ advocate? Thus, could emotive self-feedback either reinforce or supplant conventional tutoring with external feedback signals in design schools. A brainwave entrainment was carried out to measure energy output and compare with self-reports during given intervals of the assignment. Results indicate presence of a reliable self-regulatory mechanism in which emotive-cognitive reflexes produces sufficient feedforward for task appraisal.