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Peer Feedback Improves Students’ Academic Self-Concept in Higher Education

Author

Listed:
  • Bianca A. Simonsmeier

    (Universität Trier)

  • Henrike Peiffer

    (Universität Trier)

  • Maja Flaig

    (Universität Trier)

  • Michael Schneider

    (Universität Trier)

Abstract

Peer feedback has been shown to be an effective strategy to improve academic achievement. However, little evidence is available about the effects of peer feedback on academic outcomes other than achievement, such as academic self-concept (ASC). ASC and achievement are reciprocally related and thus mutual reinforce themselves. The present study focuses on the effect of a four week long structured web-based peer feedback intervention on ASC in the domain of academic writing as a part of a seminar assignment in a sample of undergraduate psychology students. The study investigated the effectiveness with 49 students in a randomized-controlled trial with a pre-and post-test. Each student acted as an author and a reviewer. Results indicated significant improvements in ASC for the domain of academic writing over time as compared to a control group. Furthermore, the causal effect of peer feedback compared to no feedback on ASC for academic writing was strong with d = 0.72. The effect was domain specific, as the ASCs for the sub-domains statistics and language remained unchanged by the intervention. Overall, the results revealed that participation in a peer feedback system is an effective method to enhance ASC in the context of higher education.

Suggested Citation

  • Bianca A. Simonsmeier & Henrike Peiffer & Maja Flaig & Michael Schneider, 2020. "Peer Feedback Improves Students’ Academic Self-Concept in Higher Education," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(6), pages 706-724, September.
    • Handle: RePEc:spr:reihed:v:61:y:2020:i:6:d:10.1007_s11162-020-09591-y
    DOI: 10.1007/s11162-020-09591-y
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    References listed on IDEAS

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    1. Jonas Lechermeier & Martin Fassnacht, 2018. "How do performance feedback characteristics influence recipients’ reactions? A state-of-the-art review on feedback source, timing, and valence effects," Management Review Quarterly, Springer, vol. 68(2), pages 145-193, April.
    2. Brian E. Roe & David R. Just, 2009. "Internal and External Validity in Economics Research: Tradeoffs between Experiments, Field Experiments, Natural Experiments, and Field Data," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 91(5), pages 1266-1271.
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