Provider versus recipient

Peer feedback roles effect on task performance, perceptions of learning, trust, and epistemic emotions

Bibliographic Data

ID21067740
AuthorsDavid Zamorano (0000-0002-3291-6983), David Escribano Zamorano (Universidad de Deusto, corresponding author), Ernesto Panadero (0000-0003-0859-3616, Ikerbasque), Maryam Alqassab (0000-0002-6574-5113, Leiden University), Joaquín Gómez-Varela (0000-0002-1621-6266, Universidade da Coruña), Joaquín Fernando Gómez-Varela
Year2026
Volume88
Pages101560
Publication date2026-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueStudies In Educational Evaluation (JOURNAL)
Journal identifiersISSN: 0191-491X • E-ISSN: 1879-2529
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.stueduc.2026.101560
OpenAlexW7125950410
LanguageEN
Citations received1
References cited58

When participating in peer feedback, students typically act as either providers or recipients. While existing research indicates these roles may influence learning in different ways, evidence on their specific effects remains scarce. This study investigated the impact of peer feedback roles on task performance, perceptions of learning and trust, and emotions. Using a repeated-measures quasi-experimental design, 95 undergraduate Physical Education students completed a task, were randomly assigned to the provider or recipient role, and then completed a second task. The results showed no significant differences between roles in improvements in task performance or perceived learning, although both roles significantly improved over time. Role assignment also did not affect trust in oneself or peers, nor the intensity of epistemic emotions. Overall, these findings suggest that, in the short term, taking the role of provider or recipient leads to similar learning outcomes. ● This study compares provider and recipient roles in peer feedback. ● No role-based differences in task performance improvement found. ● Both providers and recipients reported increased perceptions of learning. ● Trust in self and peers remained stable across both roles. ● No significant differences in epistemic emotions between roles

Higher education · Peer effects · Peer feedback · Peer influence · Perception · Evaluation of Teaching Practices · Physical Education and Pedagogy · Student Assessment and Feedback

Tools

Open DOIOpen Access