Iranian Educational Psychology Association Iranian Journal of Learning and Memory 2645-5447 8 31 2025 09 01 University Professors’ Feedback as an Emotional–Cognitive Catalyst for Learning and Memory: A Qualitative Study of Pre-Service Teachers’ Experiences 49 62 242796 10.22034/iepa.2026.571456.1580 EN Sedigheh Heydari Department of Psychology, Faculty of Psychology, University of Amir-al-moemenin, Ahvaz, Iran. 0000-0001-6538-5659 Reza Ali Tarkhan Assistant Professor, Department of Educational Sciences, Shahed University, Tehran, Iran. 0009-0009-3319-7720 Journal Article 2026 01 08 <strong><span>Objective</span></strong><span>: University professors feedback is a central component of pre-service teacher education, influencing not only performance but also emotional, cognitive, and relational experiences of learners. Despite extensive research on feedback, little is known about how pre-service teachers experience feedback as an emotional–cognitive phenomenon that affects learning, memory, and professional identity. This research aimed to conceptualize university professors feedback as an “emotional–cognitive catalyst” and explore its role in shaping learning, memory consolidation, and professional identity in pre-service teachers.</span> <strong><span>Method</span></strong><span>: A qualitative approach grounded in Van Manen’s (2016) interpretive phenomenology was employed. Semi-structured interviews were conducted with pre-service teachers at Farhangian University. Data were analyzed to identify themes related to emotional, cognitive, relational, and memorization aspects of feedback experiences.<span> </span></span> <strong><span>Results</span></strong><span>: Analysis revealed that feedback functions as a multidimensional and existential event and meaning-making and relational feedback facilitated deep learning, long-term memory consolidation, intrinsic motivation, and professional self-image development. Conversely, controlling or harmful feedback led to superficial processing, reduced motivation, and disruption of educational memory. The findings highlight the mediating role of feedback in linking emotion, cognition, and professionalization. </span> <strong><span>Conclusions</span></strong><span>: Well-structured, emotionally supportive feedback is essential for enhancing learning outcomes and professional identity in teacher education. Attention to both content and relational quality is crucial for feedback to serve as an effective emotional–cognitive catalyst, suggesting practical strategies for teacher training and future research directions.</span> https://journal.iepa.ir/article_242796_1008cfd06ee13b61422c0d9c5b4d1ed2.pdf