Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning

Author(s):  
Qiyun Zhu ◽  
Jessica To
Author(s):  
Elena Cano García ◽  
Laura Pons-Seguí

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.


2021 ◽  
Vol 11 ◽  
Author(s):  
Wentao Li ◽  
Fuhui Zhang

Building upon Zimmerman’s socio-cognitive view of self-regulation, we explored EFL (English as a Foreign Language) students’ revision and the likely contribution to revision from three salient self-regulating sources: peer feedback, instructor feedback, and revision goals. Data was obtained from 70 Chinese EFL students in a writing class through a 300-word online writing assignment involving online instructor and peer feedback, free-response revision goals, and a required revision. We closely coded students’ revision and then used the same coding scheme to analyze the relative levels of association of revision changes with peer comments, instructor comments and revision goals. We found that: (a) the majority of revision changes have been triggered by three mediating sources, with revision goals as the most significant contributing source. Additionally, most revision changes come from a combination of two or three sources, with the overlap of peer feedback and revision goals accounting for the biggest overlapping contribution for both high and low-level revisions; (b) as for the relationship among the three sources, no significant difference was found between revision goals’ overlap rate with peer feedback and their overlap rate with instructor feedback. Instructor feedback and peer feedback did not overlap very much. Findings suggest that students could revise beyond instructor and peer feedback in their revision efforts guided by their own reflective goals, and peer feedback could function as a more productive and multiple-reader source of revision in comparison with instructor feedback. This study also provided evidence for students’ self-regulated learning of writing through the use of self-regulating resources and charted a route for how writing could be improved.


2018 ◽  
Vol 5 (2) ◽  
pp. 187-206 ◽  
Author(s):  
Dk Siti Nabilah Pengiran Omar ◽  
Masitah Shahrill ◽  
Masriatol Zuraifah Sajali

Abstract This mixed-method action research study aimed to examine the effect of the use peer of assessment in a Brunei Mathematics classroom in the learning of Geometry. This study offered insights into the use of a student-centred learning approach, which the participants held the role as an assessor of peer’s work, and the use of peer feedback as a potential learning source in changing students’ conception and understanding in the topic of Angle properties. The study revealed that the use of peer assessment had significance in improving students’ performance in the learning of Geometry and there was evidence of knowledge retention as a result from the intervention as seen in the improved post-test performance on similar mathematical problem. In addition, the mathematical works in the post-test still showed evidence of misunderstandings and misconception in the concept of Angle. Despite the unsatisfactory quality of peer feedback given by the participants, the assessing activity and the student’ role as the assessor had increased cognitive, metacognitive awareness and self-regulation in their learning. Overall, the participants showed positive perception and attitude towards the use of peer assessment as a learning tool in Mathematics and considered it as a means for knowledge sharing. There was still concern of emotional sensitivity and anonymity despite the effort to maintain the anonymity of the students’ work and identity as an assessor.


2017 ◽  
Vol 45 (4) ◽  
pp. 395-415 ◽  
Author(s):  
Nina Schünemann ◽  
Nadine Spörer ◽  
Vanessa A. Völlinger ◽  
Joachim C. Brunstein

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.


2019 ◽  
Vol 33 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Elizabeth M. Stoakley ◽  
Karen J. Mathewson ◽  
Louis A. Schmidt ◽  
Kimberly A. Cote

Abstract. Resting respiratory sinus arrhythmia (RSA) is related to individual differences in waking affective style and self-regulation. However, little is known about the stability of RSA between sleep/wake stages or the relations between RSA during sleep and waking affective style. We examined resting RSA in 25 healthy undergraduates during the waking state and one night of sleep. Stability of cardiac variables across sleep/wake states was highly reliable within participants. As predicted, greater approach behavior and lower impulsivity were associated with higher RSA; these relations were evident in early night Non-REM (NREM) sleep, particularly in slow wave sleep (SWS). The current research extends previous findings by establishing stability of RSA within individuals between wake and sleep states, and by identifying SWS as an optimal period of measurement for relations between waking affective style and RSA.


2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.


Author(s):  
Bjarne Schmalbach ◽  
Markus Zenger ◽  
Michalis P. Michaelides ◽  
Karin Schermelleh-Engel ◽  
Andreas Hinz ◽  
...  

Abstract. The common factor model – by far the most widely used model for factor analysis – assumes equal item intercepts across respondents. Due to idiosyncratic ways of understanding and answering items of a questionnaire, this assumption is often violated, leading to an underestimation of model fit. Maydeu-Olivares and Coffman (2006) suggested the introduction of a random intercept into the model to address this concern. The present study applies this method to six established instruments (measuring depression, procrastination, optimism, self-esteem, core self-evaluations, and self-regulation) with ambiguous factor structures, using data from representative general population samples. In testing and comparing three alternative factor models (one-factor model, two-factor model, and one-factor model with a random intercept) and analyzing differential correlational patterns with an external criterion, we empirically demonstrate the random intercept model’s merit, and clarify the factor structure for the above-mentioned questionnaires. In sum, we recommend the random intercept model for cases in which acquiescence is suspected to affect response behavior.


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