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Teacher and Peer Feedback in Collaborative Learning: Perceived Psychological Ownership, Perceived Quality, and Perceived Learning Outcomes.

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Title: Teacher and Peer Feedback in Collaborative Learning: Perceived Psychological Ownership, Perceived Quality, and Perceived Learning Outcomes.
Authors: Gwen, Michelle Chan Mei1, Nagaratnam, Shalini2, Chew, Shin Yi3, Hanefar, Shamsiah Banu Mohamad4, Yunos, Farah Naaz Abd1
Source: Journal of Interdisciplinary Studies in Education. 2026, Vol. 15 Issue 2, p291-318. 28p.
Subject Terms: *Collaborative learning, *Psychological feedback, *Academic achievement, *Educational outcomes, *Educational psychology, Psychological ownership, Perceived quality
Abstract: While collaborative learning can enhance outcomes, it may reduce learners' sense of ownership due to shared contributions and feedback. This study investigated the influence of teacher and peer feedback on perceived psychological ownership and learning in collaborative projects, assessing the mediating role of perceived quality and its impact on academic grades. Using a quantitative method with 132 Malaysian college students on a shared cloud platform, results showed that both peer and teacher feedback negatively influenced psychological ownership. Perceived quality partially mediated the relationship between psychological ownership and perceived learning. Furthermore, psychological ownership correlated positively with cognitive learning, but not emotional learning. These findings provide empirical evidence for improving collaborative learning environments by highlighting the importance of feedback sources and perceived quality. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interdisciplinary Studies in Education is the property of Journal of Interdisciplinary Studies in Education 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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PubType: Academic Journal
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interdisciplinary+Studies+in+Education%22">Journal of Interdisciplinary Studies in Education</searchLink>. 2026, Vol. 15 Issue 2, p291-318. 28p.
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  Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+ownership%22">Psychological ownership</searchLink><br /><searchLink fieldCode="DE" term="%22Perceived+quality%22">Perceived quality</searchLink>
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  Data: While collaborative learning can enhance outcomes, it may reduce learners' sense of ownership due to shared contributions and feedback. This study investigated the influence of teacher and peer feedback on perceived psychological ownership and learning in collaborative projects, assessing the mediating role of perceived quality and its impact on academic grades. Using a quantitative method with 132 Malaysian college students on a shared cloud platform, results showed that both peer and teacher feedback negatively influenced psychological ownership. Perceived quality partially mediated the relationship between psychological ownership and perceived learning. Furthermore, psychological ownership correlated positively with cognitive learning, but not emotional learning. These findings provide empirical evidence for improving collaborative learning environments by highlighting the importance of feedback sources and perceived quality. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Interdisciplinary Studies in Education is the property of Journal of Interdisciplinary Studies in Education 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.)
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        Value: 10.32674/wx807j32
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      – Code: eng
        Text: English
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      – SubjectFull: Psychological feedback
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      – TitleFull: Teacher and Peer Feedback in Collaborative Learning: Perceived Psychological Ownership, Perceived Quality, and Perceived Learning Outcomes.
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              Text: 2026
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