Despite the identified high effect size (d=.73) of feedback in affecting student achievement (Hattie & Timperley, 2007), recent feedback research has also found a wide range of factors pertaining to individuals’ feedback perceptions affect their feedback uptake and the effectiveness of feedback in learning (Van derKleij & Lipnevich, 2020). Among these factors, researchers have pointed out negative emotions induced by feedback may hinder feedback use if students do not have adaptive/optimal emotion regulation strategy (Gross, 2008). Based on the ecological feedback model that explicitly includes emotions in examining the complex process of feedback giving, receiving and using (Yang et al., 2014), this qualitative study aimed to explore: 1) what negative emotions university students may have upon receiving feedback, and 2) how students’ feedback orientation (i.e., perceived usefulness of feedback, self-efficacy, social awareness, and responsibility for using feedback to promote academic performance and achievement) relates to emotion regulation in the feedback context. In the COVID-19 pandemic period, individual-based interview (40 to 50 minutes) was conducted respectively through Zoom to seven university students at four different academic years in a Hong Kong university. Content and theme analyses revealed feedback orientation per se plays an influential and positive role in helping students regulate their negative emotions evoked by feedback. Specific roles of the four dimensions of FO also varied in these students’ emotion regulation. Implications of this qualitative study to both feedback and emotion regulation fields are discussed. Copyright © 2020 CHER-Hong Kong.