ABSTRACT

While there is no lack of research on student engagement with feedback obtained from teachers, peers, or computers in higher education, scholars have conducted much less research on novice researchers’ engagement with reviewers’ feedback on the manuscripts submitted for publication purposes. This study examines how two PhD students engaged with reviewers’ feedback on their manuscripts affectively, behaviourally, and cognitively. The findings show that the two PhD students’ engagement across affect, behaviour and cognition was interconnected in a complex and dynamic manner. The findings also show that while novice researchers’ affective engagement with reviewer feedback was mainly shaped by the nature of feedback, and the researcher experience, there were inconsistencies between affective and behavioural dimensions of engagement due to an implicit need to address reviewer comments under the pressure of academic publishing. These findings call for attention to how novice researchers’ legitimate participation in academic writing for publication purposes can be scaffolded.

摘要

虽然不乏关于学生参与从高等教育中的教师、同伴或计算机获得的反馈的研究，但学者们对新手研究人员与审稿人对提交用于出版目的的手稿的反馈的参与进行的研究要少得多。本研究考察了两名博士生如何在情感、行为和认知方面与审稿人对其手稿的反馈进行互动。研究结果表明，这两名博士生在情感、行为和认知方面的参与以一种复杂而动态的方式相互关联。研究结果还表明，虽然新手研究人员对审稿人反馈的情感参与主要取决于反馈的性质和研究人员的经验，由于在学术出版的压力下隐含需要解决审稿人的评论，参与的情感和行为维度之间存在不一致。这些发现呼吁关注如何为新手研究人员合法参与学术写作以发表文章提供支持。