同行反馈
透视图(图形)
反射(计算机编程)
心理学
任务(项目管理)
高等教育
自我效能感
数学教育
同级组
社会心理学
计算机科学
人工智能
经济
管理
程序设计语言
法学
政治学
作者
Wei Wei,Choo Mui Cheong,Xinhua Zhu,Qi Lu
标识
DOI:10.1080/13562517.2022.2042242
摘要
This study evaluated and compared student self-reflections and peer feedback on academic writing tasks with respect to both content and language. Twenty-nine undergraduate students were recruited from a university in Hong Kong. Guided by self-efficacy theory, the study provided three main findings. First, students tended to give feedback based on self-reflections rather than on their classmates' work. Students with low self-efficacy tended to give feedback addressing similar areas to different peers. Second, feedback givers with low self-efficacy reported greater difficulties in generating ideas and conducting self-reflections, and therefore in giving peer feedback. The sharing of peer feedback became a source of learning for subsequent self-reflections and peer feedback. Third, high self-efficacy students were more active in seeking advice from instructors. They reported giving feedback based on both self-reflection and their peers' work at both the micro and macro levels.
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