Who wants to hear bad news? How the epistemic perspective determines the perception of peer feedback
- Processing feedback from peers is an essential part of learning through peer feedback. However, if a feedback message is critical about the students’ initial task solution, students might perceive it as inadequate and not process it further. Based on multiple document research, we assume that epistemic perspectives (i.e., absolutism, multiplism, and evaluativism) determine as how adequate students perceive feedback in case it conflicts with their initial solution. We asked 254 pre-service teachers to analyze a classroom case vignette, provide feedback to each other, and revise their case analysis. Linear mixed models indicated that the lower students’ absolutism or evaluativism was, and the more their feedback contained criticism, the less adequate they perceive it. Multiplism did not interact with criticism. We conclude that the effect of absolutism might depend on the identification with one’s initial solution, and that evaluativism helps to value criticism for it containing newProcessing feedback from peers is an essential part of learning through peer feedback. However, if a feedback message is critical about the students’ initial task solution, students might perceive it as inadequate and not process it further. Based on multiple document research, we assume that epistemic perspectives (i.e., absolutism, multiplism, and evaluativism) determine as how adequate students perceive feedback in case it conflicts with their initial solution. We asked 254 pre-service teachers to analyze a classroom case vignette, provide feedback to each other, and revise their case analysis. Linear mixed models indicated that the lower students’ absolutism or evaluativism was, and the more their feedback contained criticism, the less adequate they perceive it. Multiplism did not interact with criticism. We conclude that the effect of absolutism might depend on the identification with one’s initial solution, and that evaluativism helps to value criticism for it containing new information.…
Author: | Martin GreiselORCiDGND, Julia Hornstein, Anna Weidenbacher, Johanna Ott, Ingo KollarORCiDGND |
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URN: | urn:nbn:de:bvb:384-opus4-1140902 |
Frontdoor URL | https://opus.bibliothek.uni-augsburg.de/opus4/114090 |
ISBN: | 979-8-9906980-1-7OPAC |
ISSN: | 2543-0157OPAC |
Parent Title (English): | Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Place of publication: | Bloomington, IN |
Editor: | J. Clarke-Midura, Ingo KollarORCiDGND, X. Gu, C. D'Angelo |
Type: | Conference Proceeding |
Language: | English |
Year of first Publication: | 2024 |
Publishing Institution: | Universität Augsburg |
Release Date: | 2024/07/16 |
First Page: | 221 |
Last Page: | 224 |
DOI: | https://doi.org/10.22318/cscl2024.470012 |
Institutes: | Philosophisch-Sozialwissenschaftliche Fakultät |
Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie | |
Philosophisch-Sozialwissenschaftliche Fakultät / Psychologie / Lehrstuhl für Psychologie mit besonderer Berücksichtigung der Pädagogischen Psychologie | |
Dewey Decimal Classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Licence (German): | ![]() |