Interpersonal perceptions affected most students implicitly during feedback provision and most students explicitly during feedback processing¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? During provision, ten of twelve students argued in interviews they were not affected by the interpersonal relationship, yet half the students spontaneously showed awareness of the feedback recipient's perceived language skills and/or perceived effort. → Jochem E. J. Aben 2024 q2 i? Almost no effects of interpersonal perceptions were visible in the think-aloud data itself. → Jochem E. J. Aben 2024 (2)

Evidence¶

Jochem E. J. Aben 2024¶

Jochem E. J. Aben, Mayra Mascareño Lara, Anneke C. Timmermans, Filitsa Dingyloudi, Jan-Willem Strijbos. (2024). The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing. Instructional Science. https://doi.org/10.1007/s11251-024-09660-0

q2 · i? · qualitative · r2

Qualitative thematic analysis of think-aloud and interview data from twelve students. While "ten of the twelve students (all, except John and Anthony) strongly argued in the interviews that they were not affected" during provision, six students spontaneously referenced the recipient's perceived language skills or effort, e.g., noting the peer "has in general, let's say, a higher level of writing skills".

"half the students (Mary, James, Steven, Sarah, Daniel, Anthony) showed awareness of the feedback recipient, without being prompted by one of the research-assistants."

Jochem E. J. Aben 2024 (2)¶

Jochem E. J. Aben, Mayra Mascareño Lara, Anneke C. Timmermans, Filitsa Dingyloudi, Jan-Willem Strijbos. (2024). The impact of interpersonal perceptions on the process of dealing with errors while providing and processing peer-feedback on writing. Instructional Science. https://doi.org/10.1007/s11251-024-09660-0

q2 · i? · qualitative · r2

Quantitative content analysis of think-aloud transcripts coded for effects of interpersonal relationship: only Mary once made a remark coded as perceived effort and Thomas once a remark coded as friendship; effects surfaced mainly in interviews and off-task utterances.

"Almost no effects of inter- personal perceptions were visible in the think-aloud data."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Eleven of twelve students explicitly referred to the dyad partner in their think-aloud utterances during feedback provision or processing — related
• Athletes' personality affects coaches' perceptions of relationship quality, with more difficult personalities linked to lower closeness, commitment and complementarity — related