“Due to the composition of the feedback, I think it's a girl”: the effects of gender and peer feedback content on essay revisions and perceptions of peer feedback

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dc.contributor.authorOcampo, Jose Carlos
dc.contributor.authorPanadero, Ernesto
dc.contributor.authorSánchez Iglesias, Iván
dc.contributor.authorDíez Ruiz, Fernando
dc.date.accessioned2026-03-09T11:58:49Z
dc.date.available2026-03-09T11:58:49Z
dc.date.issued2025-03-13
dc.date.updated2026-03-09T11:58:49Z
dc.description.abstractThis study explores the impact of peer feedback content (concise general vs elaborated specific), assessee gender (male vs female), and fictitious assessor gender (male vs female vs anonymous) on essay revisions and perceptions of peer feedback. A total of 284 undergraduate students (nMen = 138, nWomen = 146) from two private universities in the Philippines participated in this study. Participants submitted an argumentative essay draft (pre-test), received concise general or elaborate specific peer feedback from a fictitious male or female or anonymous peer assessor, and submitted a revised argumentative essay (post-test). We found that the pre-test and post-test essay scores were unaffected by feedback content, assessee, or assessor gender. However, a significant triple interaction emerged between assessee gender, feedback content, and assessment time. Similarly, triple interactions were found for trust in peers as assessors and perceived adequacy of feedback. No interactions were observed for perceptions of (dis)comfort and motivation.en
dc.description.sponsorshipThe first author of this project has received funding from the European Union’s Horizon 2020 Research and Innovation Programme under the Marie Skłodowska Curie grant agreement Nº 847624. In addition, a number of institutions backed and co-financed his project. The Spanish National R+D call from the Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2019), Reference number: PID2019-108982GB-I00. Basque Government call for Ayudas para apoyar las actividades de grupos de investigación del sistema universitario vasco para los años 2022–2025. Reference number: IT1624-22en
dc.identifier.citationOcampo, J. C. G., Panadero, E., Sánchez-Iglesias, I., & Ruiz, F. D. (2025). “Due to the composition of the feedback, I think it’s a girl”: the effects of gender and peer feedback content on essay revisions and perceptions of peer feedback. Studies in Educational Evaluation, 85. https://doi.org/10.1016/J.STUEDUC.2025.101455
dc.identifier.doi10.1016/J.STUEDUC.2025.101455
dc.identifier.issn0191-491X
dc.identifier.urihttps://hdl.handle.net/20.500.14454/5384
dc.language.isoeng
dc.publisherElsevier Ltd
dc.rights© 2025 Elsevier Ltd.
dc.subject.otherEssay revisions
dc.subject.otherGender
dc.subject.otherIntrapersonal and interpersonal factors
dc.subject.otherPeer feedback content
dc.subject.otherRandomised-controlled design
dc.title“Due to the composition of the feedback, I think it's a girl”: the effects of gender and peer feedback content on essay revisions and perceptions of peer feedbacken
dc.typejournal article
dcterms.accessRightsmetadata only access
oaire.citation.titleStudies in Educational Evaluation
oaire.citation.volume85
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