How peer feedback with regulation scripts contributes to the development of critical thinking in dialogues: strengthening cognitive and affective feedback content

doi:10.1080/10494820.2023.2251040

科研成果详情

题名	How peer feedback with regulation scripts contributes to the development of critical thinking in dialogues: strengthening cognitive and affective feedback content
作者	Shao, Jingjing 1; Cheng, Lu 2; Wang, Yansu3; Li, Keru 1; Li, Yanyan 1
发表日期	2023-08-26
发表期刊	INTERACTIVE LEARNING ENVIRONMENTS 影响因子和分区
语种	英语
原始文献类型	Article ; Early Access
关键词	dialogic peer feedback feedback content critical thinking regulation scripts epistemic network analysis
其他关键词	SOCIALLY SHARED REGULATION ; FORMATIVE ASSESSMENT ; HIGHER-EDUCATION ; STUDENTS USE ; ONLINE ; REFLECTION ; ATTITUDES ; REVISION ; QUALITY
摘要	Although peer feedback has been proposed as an instructional strategy for cultivating critical thinking, high-quality peer feedback is difficult to obtain. Regulation scripts are a promising scaffold for this activity. Besides, few previous studies have explored the dynamic relationship between feedback content and critical thinking. Therefore, this study investigated the effects of peer feedback with regulation scripts on students' critical thinking, cognitive and affective feedback content, and how feedback content is related to critical thinking. Thirty-four students were randomly divided into nine groups and assigned to one of two conditions: regulation scripts (experimental groups, EGs) and general scripts (control groups, CGs). EGs' students were instructed to argue about the feedback content with prompting questions, and CGs' students completed the tasks with task-related hints. The results revealed that peer feedback with regulation scripts is effective in promoting critical thinking, suggestive comments on cognitive content and positive comments on affective content. Moreover, the epistemic network analysis results indicated that the EGs showed a stronger connection between suggestive/informative comments and creating for cognitive content, while regarding affective content, they showed stronger connections between various affective comments and higher-order critical thinking. Overall, the study yields new insights into the relationship between feedback content and critical thinking.
资助项目	National Natural Science Foundation of China [62277006]; Beijing Natural Science Foundation [9222019]
出版者	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
ISSN	1049-4820
EISSN	1744-5191
DOI	10.1080/10494820.2023.2251040
页数	20
WOS类目	Education & Educational Research
WOS研究方向	Education & Educational Research
WOS记录号	WOS:001060129800001
收录类别	SSCI ; SCOPUS
在线发表日期	2023-08
URL	查看原文
SCOPUSEID	2-s2.0-85168906396
社科自定义期刊分类	E类
通讯作者地址	[Li, Yanyan]School of Educational Technology/Research Center for Knowledge Engineering,Beijing Normal University,Beijing,China
Scopus学科分类	Education;Computer Science Applications
引用统计
文献类型	期刊论文
条目标识符	https://kms.wmu.edu.cn/handle/3ETUA0LF/182799
专题	外国语学院
通讯作者	Li, Yanyan
作者单位	1.School of Educational Technology/Research Center for Knowledge Engineering,Beijing Normal University,Beijing,China; 2.Beijing No.4 High School,Beijing,China; 3.School of Foreign Language Studies,Wenzhou Medical University,Zhejiang,China
推荐引用方式 GB/T 7714	Shao, Jingjing,Cheng, Lu,Wang, Yansu,et al. How peer feedback with regulation scripts contributes to the development of critical thinking in dialogues: strengthening cognitive and affective feedback content[J]. INTERACTIVE LEARNING ENVIRONMENTS,2023.
APA	Shao, Jingjing, Cheng, Lu, Wang, Yansu, Li, Keru, & Li, Yanyan. (2023). How peer feedback with regulation scripts contributes to the development of critical thinking in dialogues: strengthening cognitive and affective feedback content. INTERACTIVE LEARNING ENVIRONMENTS.
MLA	Shao, Jingjing,et al."How peer feedback with regulation scripts contributes to the development of critical thinking in dialogues: strengthening cognitive and affective feedback content".INTERACTIVE LEARNING ENVIRONMENTS (2023).