Ocampo, Jose CarlosPanadero, ErnestoSánchez Iglesias, IvánDíez Ruiz, Fernando2026-03-092026-03-092025-03-13Ocampo, 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.2025.1014550191-491X10.1016/J.STUEDUC.2025.101455https://hdl.handle.net/20.500.14454/5384This 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.eng© 2025 Elsevier Ltd.Essay revisionsGenderIntrapersonal and interpersonal factorsPeer feedback contentRandomised-controlled designjournal article2026-03-09