Purpose The purpose of this paper is to develop a theoretical model that addresses how student citizenship behavior (CB) may be motivated by management of impression in a team-based project using peer evaluations. Design/methodology/approach This study applies impression management (IM) theory as the theoretical lens to explore the impact of IM tactics, in the forms of task-, self- and peer-focused tactics, on student CB in a team-based project using peer evaluations. Findings This paper posits that task-, self- and peer-focused IM tactics positively influence a student’s CB in a team-based project when peer evaluations are used. Furthermore, it is proposed that the relative weight of a peer evaluation strengthens the relationship between the three IM tactics and a student’s CB. Originality/value From a theoretical standpoint, this study extends IM–CB relationship from the employment setting to the academic setting. More importantly, this study offers crucial recommendations for instructors that may help improve the effectiveness of peer evaluations.

中文翻译：

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积极成为学生项目团队中的好演员

目的本文的目的是建立一个理论模型，以解决在基于团队的项目中使用同伴评估来管理印象，如何激发学生的公民行为（CB）。设计/方法论/方法这项研究以印象管理（IM）理论为理论视角，探讨基于团队，任务，自我和同伴策略的IM策略对基于团队的项目的学生CB的影响使用同行评估。结论本文提出，当使用同伴评估时，以任务，自我和同伴为中心的IM策略在基于团队的项目中对学生的CB产生积极影响。此外，建议同peer评估的相对权重可以加强这三种IM策略与学生CB之间的关系。独创性/价值从理论上讲，这项研究将IM–CB关系从就业环境扩展到了学术环境。更重要的是，本研究为教师提供了重要的建议，可能有助于提高同of评估的有效性。