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Do students' beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?

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Title: Do students' beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?
Authors: Greisel, Martin1 (AUTHOR) martin.greisel@uni-a.de, Hornstein, Julia1 (AUTHOR), Kollar, Ingo1 (AUTHOR)
Source: Studies in Educational Evaluation. Mar2025, Vol. 84, pN.PAG-N.PAG. 1p.
Subject Terms: *Peer review of students, *Student engagement, *Student attitudes, *Academic motivation, *Student teachers, *Psychological feedback
Abstract: The effectiveness of peer feedback is likely to depend on beliefs and orientations toward peer feedback. Therefore, we investigate to what extent they predict (a) the quality of the feedback that students provide to their peers and (b) the perceived adequacy of the feedback they receive from their peers. N = 254 pre-service teachers reported their beliefs and orientations, provided feedback, and processed the feedback they received. Regression analyses showed that beliefs and orientations were not associated with the quality of the provided feedback and that valuation of peer feedback as important skill and receptivity significantly predicted perceived feedback adequacy. The lack of associations when providing feedback might indicate that peer feedback as instructional context can provide external scaffolding to an extent that almost levels individual differences in beliefs towards peer feedback providing. Our results imply that training and instruction should mainly focus on fostering motivation for feedback reception. • It was unclear how motivational prerequisites relates to peer feedback outcomes. • Peer feedback beliefs and accountability were not related with feedback quality. • Beliefs and receptivity were related to the perceived feedback adequacy. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Educational Evaluation is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink>
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  Data: The effectiveness of peer feedback is likely to depend on beliefs and orientations toward peer feedback. Therefore, we investigate to what extent they predict (a) the quality of the feedback that students provide to their peers and (b) the perceived adequacy of the feedback they receive from their peers. N = 254 pre-service teachers reported their beliefs and orientations, provided feedback, and processed the feedback they received. Regression analyses showed that beliefs and orientations were not associated with the quality of the provided feedback and that valuation of peer feedback as important skill and receptivity significantly predicted perceived feedback adequacy. The lack of associations when providing feedback might indicate that peer feedback as instructional context can provide external scaffolding to an extent that almost levels individual differences in beliefs towards peer feedback providing. Our results imply that training and instruction should mainly focus on fostering motivation for feedback reception. • It was unclear how motivational prerequisites relates to peer feedback outcomes. • Peer feedback beliefs and accountability were not related with feedback quality. • Beliefs and receptivity were related to the perceived feedback adequacy. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Studies in Educational Evaluation is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182299574
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      – Type: doi
        Value: 10.1016/j.stueduc.2024.101438
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      – Code: eng
        Text: English
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      – SubjectFull: Student engagement
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      – SubjectFull: Student attitudes
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      – SubjectFull: Student teachers
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      – SubjectFull: Psychological feedback
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              M: 03
              Text: Mar2025
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