Fostering Motivation for Providing Peer-Feedback: Results of Two Field Experiments (Poster 29)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Feedback, Teacher Support, and Instructional Approaches

Abstract

Peer-feedback benefits students’ learning only if they are motivated to engage with the process and provide high-quality feedback. Building on Situated-Expectancy-Value-Theory, we developed a low-threshold treatment to support students’ motivation for providing high-quality feedback. We conducted two preregistered studies (356 and 278 students) in university courses. In Study 1, students receiving the treatment held more utility value towards providing feedback and provided higher-quality feedback. In Study 2, the treatment stretched across several peer-feedback occasions within one term. Across them, expectancies for success in the treatment group were higher and grew stronger, but this did not extend to higher-quality feedback. These results suggest the modifiability of students' motivation in peer-feedback settings, but further research is needed to obtain more consistent effects.

Authors

• Melanie V. Keller, University of Augsburg

• Martin Daumiller, Ludwig Maximilian University of Munich

• Markus Dresel, University of Augsburg