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.

中文翻译：

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同伴反馈可提高学生在高等教育中的学术自我概念

同行反馈已被证明是提高学业成绩的有效策略。但是，除了成就（例如学业自我概念（ASC））以外，很少有证据表明同feedback反馈对学业成果的影响。ASC和成就是相互关联的，因此可以相互促进。本研究的重点是在为期四周的基于网络的结构化基于网络的同伴反馈干预对学术写作领域中ASC的影响，这是对一部分本科生心理学学生进行的研讨会作业的一部分。该研究在一项有前后测试的随机对照试验中调查了49名学生的有效性。每个学生都充当作者和审稿人。结果显示，与对照组相比，随着时间的推移，学术写作领域的ASC有了显着改善。d  ＝ 0.72。效果是特定于域的，因为通过干预，用于子域统计信息和语言的ASC保持不变。总体而言，研究结果表明，参与同伴反馈系统是在高等教育背景下提高ASC的有效方法。