Feedback Features and Revision Uptake in Dialogic Peer Feedback: The Moderating Effect of Self-Efficacy and Prior Knowledge
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| Title: | Feedback Features and Revision Uptake in Dialogic Peer Feedback: The Moderating Effect of Self-Efficacy and Prior Knowledge |
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| Language: | English |
| Authors: | Keru Li, Yanyan Li (ORCID |
| Source: | Instructional Science: An International Journal of the Learning Sciences. 2025 53(1):49-69. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Peer Evaluation, Feedback (Response), Self Efficacy, Prior Learning, Error Correction, Positive Reinforcement, Negative Reinforcement, Learning Processes, Instructional Design |
| Geographic Terms: | China |
| DOI: | 10.1007/s11251-024-09690-8 |
| ISSN: | 0020-4277 1573-1952 |
| Abstract: | The study examined the influence of feedback features on revision uptake in dialogic peer feedback activities, and the moderating effect of self-efficacy and prior knowledge on this relationship. Data were collected over a 10-week course at a comprehensive university in China, involving 29 students and resulting in 242 revision-oriented comments. To understand peer feedback features, we analyzed the feedback received by students in terms of cognition (identification, explanation, suggestion, or solution) and affect (positive, negative, positive-and-negative, or neutral). Binary logistic regression analysis revealed that: (1) explanation, suggestion and positive-and-negative evaluation negatively predicted revision uptake; (2) self-efficacy had a significant positive effect on revision uptake, and also played a role in moderating the relationship between explanation and uptake; (3) although prior knowledge could not directly predict revision uptake, it moderated the relationship between positive-and-negative evaluation and feedback uptake. These findings have instructional implications for designing and organizing peer feedback activities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460935 |
| Database: | ERIC |
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| Abstract: | The study examined the influence of feedback features on revision uptake in dialogic peer feedback activities, and the moderating effect of self-efficacy and prior knowledge on this relationship. Data were collected over a 10-week course at a comprehensive university in China, involving 29 students and resulting in 242 revision-oriented comments. To understand peer feedback features, we analyzed the feedback received by students in terms of cognition (identification, explanation, suggestion, or solution) and affect (positive, negative, positive-and-negative, or neutral). Binary logistic regression analysis revealed that: (1) explanation, suggestion and positive-and-negative evaluation negatively predicted revision uptake; (2) self-efficacy had a significant positive effect on revision uptake, and also played a role in moderating the relationship between explanation and uptake; (3) although prior knowledge could not directly predict revision uptake, it moderated the relationship between positive-and-negative evaluation and feedback uptake. These findings have instructional implications for designing and organizing peer feedback activities. |
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| ISSN: | 0020-4277 1573-1952 |
| DOI: | 10.1007/s11251-024-09690-8 |
