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.show moreshow less

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Metadaten
Author:Martin GreiselORCiDGND, Julia Hornstein, Anna Weidenbacher, Johanna Ott, Ingo KollarORCiDGND
URN:urn:nbn:de:bvb:384-opus4-1140902
Frontdoor URLhttps://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):Deutsches Urheberrecht