The Impact of External Reviewer Training on Graduate Student Self-Efficacy for Peer Reviewing and Publication

• In Event: Self-Efficacy

Abstract

The peer-review process is fundamental to communicating scientific findings and to discussions which take place through scholarly writing. Peer reviewing could increase a professional’s writing skills and give insight to leading research in their field. Little is known about the effects of peer review training on individuals’ self-efficacy for completing peer reviews and individual confidence in their work quality to be peer-reviewed as an author. This exploratory study of a graduate-student publication’s external review training randomized external reviewer volunteers to a treatment or control condition. Treatment condition included peer reviewer training and externally reviewing graduate submissions. Study results could yield more-equitable outcomes for professionals, students, academic institutions, and professional journals.

Authors

• Justin Andersson, University of Nebraska - Lincoln

• Amy Barry, University of Nebraska - Lincoln

• Taylor Scott Hamblin, University of Nebraska - Lincoln