The impacts of self-monitoring prompt on provision and uptake of peer feedback and on revision performance: A mixed methods study

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-01-03 DOI:10.1016/j.stueduc.2024.101442

Yi Zhang , Hui Chen , Jingran Wang , Zhongling Pi , Jiumin Yang

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引用次数: 0

Abstract

In the context of online formative peer assessment (FPA), both the provision of quality peer feedback and critical implementation of received feedback are intellectually demanding tasks that require cognitive and metacognitive effort from students. To facilitate these processes, this study designed a self-monitoring prompt (SMP) as a metacognitive scaffold and examined its impact on students’ provision of peer feedback and its uptake, as well as students’ revision performance in an undergraduate course titled “Modern Educational Technology”. Adopting a mixed-methods research design, 116 junior undergraduates from China participated in an online FPA task over three weeks, with 68 students in the experimental group (with SMP support; SMP+) and 48 students in the control group (without SMP support; SMP-). However, due to specific data exclusion criteria, not all participants were included in each analysis: 90 students for the provision of peer feedback, and 97 students for both the uptake of peer feedback and the chain mediation analysis. The results indicated that SMP did not significantly change feedback quantity (p = .950), but it did enhance its quality (p = .019). The SMP+ group showed a greater tendency to apply the received peer feedback (p = .002), were less likely to ignore it (p = .014), and achieved better revision performance than the students in the SMP- group (p = .003). Further chain mediation analyses revealed the complex ways SMP influenced revision performance. Overall, the study underscores the potential of SMP to improve the quality and effectiveness of online FPA.

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.