The power of praise
The central role of affective peer feedback in interest-based learning
Bibliographic Data
| ID | 19379331 |
|---|---|
| Authors | Yi Zhang (0000-0002-7581-7061, Beijing Normal University), Christian Schunn (University of Pittsburgh), Christian D Schunn (0000-0003-3589-297X, Learning Research and Development Center, University of Pittsburgh), Pan Chen (0000-0001-8385-7760, Beijing Normal University, corresponding author) |
| Year | 2026 |
| Pages | 1-17 |
| Publication date | 2026-04-09 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2026.2653879 |
| OpenAlex | W7152496242 |
| Language | EN |
| References cited | 56 |
Peer feedback has been widely recognised as an effective pedagogical strategy in traditional contexts, yet little empirical work has occurred in interest-based learning settings. While prior work has emphasised the importance of cognitive features in peer feedback, especially for the provider’s learning, this study investigated whether affective features might play a stronger role in predicting learning, especially for the receiver, in an interest-based learning context. Feedback comments in an optional choral singing course across four assignments were coded for identifications, suggestions, explanations, praise, and tone. Performance in each assignment was also scored by experts. The distribution of features was similar to that observed in prior studies, but comment accuracy was lower than in traditional contexts. In addition, only the tone of the received comments significantly predicted performance gains in singing in later assignments; positively-toned reviews predicted gains. This suggests that, in interest-driven environments, where sustaining engagement is paramount, socio-relational qualities of feedback may outweigh cognitive features in driving improvement. The findings highlight the importance of considering contextual moderators in theorising peer feedback and suggest practical strategies for fostering constructive peer feedback climates
Higher education · Peer Assessment · Peer evaluation · Peer feedback · Education, Achievement, and Giftedness · Educational and Psychological Assessments · Student Assessment and Feedback
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| Citation velocity | historical |
|---|---|
| Highly cited | No |