Abstract

This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (N = 148). An exploratory factor analysis produced a five-factor solution including the dimensions: accountability, communicativeness, utility, self-efficacy and receptivity. The practical value of the results lies in having a measure of students’ peer-feedback orientation that provides teachers and researchers with an instrument for understanding students’ dispositions toward receiving and providing peer-feedback.

摘要

本研究报告了探索性顺序混合方法研究的定量结果，其中调查了学生同伴反馈取向的潜在因素结构（即提供和接受同伴反馈的开放性）。在之前一项引入“同伴反馈导向”概念的研究的定性结果的基础上，开发了一项在线调查来收集高等教育学生的数据（N = 148)。探索性因素分析产生了一个五因素解决方案，包括以下维度：责任感、沟通能力、效用、自我效能和接受能力。结果的实用价值在于衡量学生的同伴反馈取向，为教师和研究人员提供一种工具，了解学生接受和提供同伴反馈的倾向。