This paper examines the individual and team-level predictors of improvement in student teamwork effectiveness following peer-evaluation (PE) feedback. The goal of this study is two-fold: first, to understand the differences in students' initial reactions to PE feedback, as well as their subsequent decisions and actions to improve; and second, to identify the team-level processes that contribute to improvements in students' teamwork effectiveness. The mixed-methods study design combines the benefits of qualitative and quantitative data collection and analysis. The sample consists of 266 undergraduate students in 51 teams, working together for the duration of one academic semester. Data were collected in multiple waves, using open-ended surveys and interviews, as well as a standardized online PE system. Both the qualitative and quantitative analyses revealed that PE feedback is the most salient factor influencing students' improvement in their teamwork effectiveness. Moreover, students' grade aspirations and prior experience using the PE system are positively related to the level of improvement in teamwork effectiveness. The team-level factors have more complex effects, with different team processes influencing improvement along different dimensions of teamwork effectiveness. These findings have important pedagogical implications for improving students’ teamwork effectiveness.

本文研究了在同行评估 (PE) 反馈后提高学生团队合作效率的个人和团队级别的预测因素。本研究的目标有两个：第一，了解学生对体育反馈的初始反应的差异，以及他们随后的改进决定和行动；其次，确定有助于提高学生团队合作效率的团队级流程。混合方法研究设计结合了定性和定量数据收集和分析的优点。样本由 51 个团队的 266 名本科生组成，他们共同工作一个学期。使用开放式调查和访谈以及标准化的在线 PE 系统，分多次收集数据。定性和定量分析都表明，体育反馈是影响学生团队合作效率提高的最显着因素。此外，学生的成绩期望和先前使用体育系统的经验与团队合作效率的提高水平呈正相关。团队层面的因素具有更复杂的影响，不同的团队流程会影响团队合作有效性的不同维度的改进。这些发现对于提高学生的团队合作效率具有重要的教学意义。年级期望和先前使用 PE 系统的经验与团队合作效率的提高水平呈正相关。团队层面的因素具有更复杂的影响，不同的团队流程会影响团队合作有效性的不同维度的改进。这些发现对于提高学生的团队合作效率具有重要的教学意义。年级期望和先前使用 PE 系统的经验与团队合作效率的提高水平呈正相关。团队层面的因素具有更复杂的影响，不同的团队流程会影响团队合作有效性的不同维度的改进。这些发现对于提高学生的团队合作效率具有重要的教学意义。