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Cited by 18Student Assessment and FeedbackInnovative Teaching and Learning MethodsEvaluation of Teaching Practices

Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis

Open access
Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, Kollar, Ingo·2025·Educational Psychology Review
DOI 10.1007/s10648-025-10017-3
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Abstract

Peer-feedback can be an effective method to support learning. However, students often require instructional support to provide and process peer-feedback effectively. Previous research used various types of instructional support to improve the quality of peer-feedback processes and outcomes. Yet, a comprehensive overview over their effects is missing. Therefore, this meta-analysis (based on N = 32 studies with N = 3806 learners) investigates the effects of different kinds of instructional support (feedback provision vs. feedback reception; content-specific vs. generic) on peer-feedback processes (formulating high-quality feedback messages, or effectively reflecting on the feedback received) and outcomes (subject-matter-related knowledge). Overall, peer-feedback with vs. without instructional support had a substantial positive effect ( g = 0.47). Furthermore, we found a positive effect of feedback provision support on the quality of feedback provision ( g = 0.72) and the quality of feedback reception ( g = 0.69) but not on subject-matter-related knowledge. For feedback reception support, we found no effects on peer-feedback processes and outcomes at all. During feedback provision, content-specific support positively influenced the quality of feedback provision ( g = 0.75) but not subject-matter-related knowledge, while generic support exerts a positive impact on the quality of feedback provision ( g = 0.70) and subject-matter-related knowledge ( g = 0.55). During feedback reception, we again found no significant effects of content-related support and generic support at all. The lack of effects for feedback reception support may be related to the limited number of studies on feedback reception in general. Finally, concrete implications and suggestions for future research are provided.

AI snapshot

Written from the paper’s full text.

TL;DR

This meta-analysis of 32 studies (3,806 learners) found that adding instructional support to peer-feedback improved peer-feedback processes and some outcomes, with an overall effect of g = 0.47. Effects were reliable for feedback provision support but not for feedback reception support, and subject-matter-related knowledge did not significantly improve overall.

Key findings

  • Overall, peer-feedback with instructional support vs. without instructional support had a positive effect: g = 0.47, 95% CI [0.23, 0.72], p < 0.001.
  • For dependent variables, effects were positive for quality of feedback provision (g = 0.64, 95% CI [0.30, 0.98], p < 0.01) and quality of feedback reception (g = 0.49, 95% CI [0.05, 0.92], p < 0.05), but not for subject-matter-related knowledge (g = 0.25, 95% CI [-0.00, 0.51], p = 0.05).
  • Feedback provision support had a positive effect (g = 0.51, 95% CI [0.24, 0.78], p < 0.001), whereas feedback reception support did not (g = 0.19, 95% CI [-0.83, 1.22], p = 0.50). During feedback provision, both content-specific support (g = 0.48, 95% CI [0.09, 0.87], p < 0.05) and generic support (g = 0.55, 95% CI [0.26, 0.83], p < 0.01) were positive.
  • Feedback provision support improved quality of feedback provision (g = 0.72, 95% CI [0.32, 1.12], p < 0.01) and quality of feedback reception (g = 0.69, 95% CI [0.12, 1.25], p < 0.05), but not subject-matter-related knowledge (g = 0.43, 95% CI [-0.03, 0.88], p = 0.06). Generic support during provision significantly improved subject-matter-related knowledge (g = 0.55, 95% CI [0.13, 0.98], p < 0.05), while content-specific support did not (g = 0.34, 95% CI [-0.12, 0.81], p = 0.14).

Methods

  • Systematic literature search conducted in December 2024 across Web of Science, Psyndex, PubMed, ERIC, PsycArticles, PubPsych, Google Scholar, and ProQuest; 3,193 records were identified, and 32 articles met all inclusion criteria (N = 3,806 learners).
  • Included studies were English, peer-reviewed, primary-data, (quasi-)experimental studies in teaching-learning contexts that compared peer-feedback with instructional support vs. peer-feedback without instructional support, with assessable initial task solutions and cognitive dependent variables.
  • Random-effects three-level meta-analysis with robust variance estimation (RVE) in R, using Hedges’ g, post-test scores only, the metafor and clubSandwich packages, and rho = 0.6; influence diagnostics removed one outlier, and publication bias was assessed with funnel plots, Begg’s rank test, and Egger’s regression test.

Limitations

  • Stated: only journal-published studies were included; strict criteria yielded only 32 studies; feedback reception support evidence was too small (n = 3 studies, k = 14 effect sizes) to interpret meta-analytically; the small N forced coarse-grained categories and prevented finer subdivision of support types and dependent variables.
  • Stated: Egger’s regression test was significant (b = -0.96, t = 2.11, df = 29, 95% CI [-1.90, -0.03], p = 0.04), suggesting possible publication bias, though Begg’s test was non-significant (Kendall’s tau = 0.20, p = 0.12) and the counter-enhanced funnel plot appeared symmetrical; the authors note high heterogeneity may bias Egger’s test.
  • Evident from the text: many feedback reception analyses had degrees of freedom less than four and were not interpretable; most included studies measured overt behavior rather than covert cognitive processes, which the authors note limits understanding of mechanisms.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1007/s10648-025-10017-3

Cites

91 of 91 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

0 of 68 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    During feedback reception, generic support had no significant effects on peer-feedback processes and outcomes.

    “During feedback reception, we again found no significant effects of content-related support and generic support at all.”
    Quote in the paperSubstantial claim
    • The authors state this as an assumption: Papers that have successfully undergone a rigorous peer-review process provide more reliable results.
    • Rests on an assumption: The two categorizations of instructional support (presentation modes and level of specificity of the dependent variable) are orthogonal to each other.
  • Findingown data

    Feedback provision support had a positive effect on the quality of feedback reception (g = 0.69).

    “Furthermore, we found a positive effect of feedback provision support on the quality of feedback provision (g = 0.72) and the quality of feedback reception (g = 0.69) but not on subject-matter-related knowledge.”
    Quote in the paperSubstantial claim
    • The authors state this as an assumption: Papers that have successfully undergone a rigorous peer-review process provide more reliable results.
  • Findingown data

    During feedback reception, content-related support had no significant effects on peer-feedback processes and outcomes.

    “During feedback reception, we again found no significant effects of content-related support and generic support at all.”
    Quote in the paperSubstantial claim
    • The authors state this as an assumption: Papers that have successfully undergone a rigorous peer-review process provide more reliable results.
    • Rests on an assumption: The two categorizations of instructional support (presentation modes and level of specificity of the dependent variable) are orthogonal to each other.
  • Findingown data

    Feedback provision support had no effect on subject-matter-related knowledge.

    “Furthermore, we found a positive effect of feedback provision support on the quality of feedback provision (g = 0.72) and the quality of feedback reception (g = 0.69) but not on subject-matter-related knowledge.”
    Quote in the paperSubstantial claim
    • The authors state this as an assumption: Papers that have successfully undergone a rigorous peer-review process provide more reliable results.
  • Findingown data

    During feedback provision, generic support had a positive impact on the quality of feedback provision (g = 0.70).

    “During feedback provision, content-specific support positively influenced the quality of feedback provision (g = 0.75) but not subject-matter-related knowledge, while generic support exerts a positive impact on the quality of feedback provision (g = 0.70) and subject-matter-related knowledge (g = 0.55).”
    Quote in the paperSubstantial claim
    • The authors state this as an assumption: Papers that have successfully undergone a rigorous peer-review process provide more reliable results.
    • Rests on an assumption: The two categorizations of instructional support (presentation modes and level of specificity of the dependent variable) are orthogonal to each other.
  • Classified as probably not a substantial claim. 20
  • May combine two claims. 21

  • Classified as probably not a substantial claim.

    Findingown data

    32 articles met all inclusion criteria.

    “In the end, we scanned 379 full texts, of which 32 articles met all inclusion criteria (see below).”
    Quote in the paperSubstantial claim
    • The authors state this as an assumption: Papers that have successfully undergone a rigorous peer-review process provide more reliable results.

  • May combine two claims.

    Findingown data

    There were no differences of the types of instructional support for the quality of feedback provision (F(1, 10.86) = 0.01, p = 0.91), the quality of feedback reception (F(1, 5.88) = 1.02, p = 0.35), or subject-matter-related knowledge (F(1, 1.2) = 18.54, p = 0.11).

    “we did not find differences of the types of instructional support for the quality of feedback provision (F(1, 10.86) = 0.01, p = 0.91), the quality of feedback reception (F(1, 5.88) = 1.02, p = 0.35), or subject-matter-related knowledge (F(1, 1.2) = 18.54, p = 0.11).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Content-specific support during feedback provision has no significant effect on the quality of feedback reception nor on subject-matter-related knowledge.

    “but no significant effect on the quality of feedback reception, nor on subject-matterrelated knowledge.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Content-specific support and generic support during feedback reception have no significant effects on the quality of feedback reception and on subject-matter-related knowledge.

    “For RQ4c, we found no significant effects neither of content-specific support nor of generic support during feedback reception on the quality of feedback reception and on subject-matter-related knowledge.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    There were no significant differences between the effect sizes of the types of instructional support on the quality of feedback reception (F(1, 2.87) = 1.74, p = 0.28) nor on subject-matter-related knowledge (F(1, 1.31) = 0.55, p = 0.57).

    “we tested the effect sizes for differences but found no significant differences between the effect sizes of the types of instructional support, neither on the quality of feedback reception (F(1, 2.87) = 1.74, p = 0.28) nor on subject-matter-related knowledge (F(1, 1.31) = 0.55, p = 0.57).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Generic support during feedback provision has positive medium-sized effects on the quality of feedback provision and on subject-matter-related knowledge.

    “For generic support during feedback provision, we found positive medium-sized effects on the quality of feedback provision and on subject-matter-related knowledge”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Feedback provision support has small to medium-sized positive effects on the quality of feedback provision and on the quality of feedback reception.

    “our analyses revealed small to medium-sized positive effects of feedback provision support on the quality of feedback provision and on the quality of feedback reception.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingreasoning

    The dependent variables are rather coarse-grained and relate to overt rather than covert cognitive processes.

    “This is also supported by the fact that the dependent variables are rather coarse-grained and relate to overt rather than covert cognitive processes.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductcitation

    We used counter-enhanced funnel plots, the rank test, and Egger's regression test to test for publication bias.

    “To test for publication bias, we used counter-enhanced funnel plots for visual inspection, the rank test as non-parametric version of robustness (Begg & Mazumdar, 1994), and Egger's regression test (Egger et al., 1997) for statistical analysis.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Begg & Mazumdar, 1994 source

      Not checked in the free run.

    • cites Egger et al., 1997 source

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  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    The first author and the second author performed the screening with a very good interrater reliability (Gwet's AC1 = 0.92).

    “The first author and the second author performed the screening with a very good interrater reliability (Gwet's AC1 = 0.92).”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductcitation

    We only used post-test scores in our analyses, following recommendations that change scores and post-test scores should not be mixed.

    “Thus, we only used post-test scores in our analyses, following recommendations that change scores and post-test scores should not be mixed, as this would introduce another factor of heterogeneity into the data structure (e.g., Deeks et al., 2019;Lipsey & Wilson, 2001).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Deeks et al., 2019

      Not checked in the free run.

    • cites Lipsey & Wilson, 2001

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  • Classified as probably not a substantial claim.

    Study design and conductown data

    Decisions on inclusion and exclusion were made by two independent raters with a very good interrater reliability (Gwet's AC1 = 0.92).

    “Decisions on inclusion and exclusion were made by two independent raters with a very good interrater reliability (Gwet's AC1 = 0.92).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The coding scheme was applied to a random subsample of the studies (N = 9, k = 83) by two independent coders, with sufficient interrater reliability.

    “This coding scheme was applied to a random subsample of the studies (N = 9, k = 83) by two independent coders, with sufficient interrater reliability, as described below.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductcitation

    We calculated three-level meta-analyses using robust variance estimation (RVE) to control for dependencies within studies.

    “We calculated three-level meta-analyses using robust variance estimation (RVE; Hedges et al., 2010) to control for dependencies within studies.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Hedges et al., 2010 source

      Not checked in the free run.

  • May combine two claims.

    Study design and conductown data

    The meta-analysis included 32 studies with 3806 learners.

    “Table 1 gives an overview of the included N = 32 studies with N = 3806 learners.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Peer-feedback yields better outcomes than no peer-feedback or, in some cases, other forms of feedback, including teacher feedback and self-assessment.

    “Taken together, the results of these meta-analyses demonstrated that peer-feedback yields better outcomes than no peer-feedback or, in some cases, other forms of feedback, including teacher feedback and self-assessment.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Double et al., 2020 source

      Not checked in the free run.

    • cites Huisman et al., 2019 source

      Not checked in the free run.

    • cites Li et al., 2020

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    We performed influence diagnostics (Cook's Distance and DFBETAS) to statistically identify potential outliers.

    “To statistically identify potential outliers, we performed influence diagnostics (Cook's Distance and DFBETAS) for all effect sizes (Viechtbauer & Cheung, 2010).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Viechtbauer & Cheung, 2010 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    The influence diagnostics revealed one effect size as outlier, and the authors excluded it from the analyses.

    “The results of the influence diagnostics revealed one effect size as outlier (see Online Resource 2).We therefore excluded the outlier from the analyses.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The lack of effects for feedback reception support may be related to the limited number of studies on feedback reception in general.

    “The lack of effects for feedback reception support may be related to the limited number of studies on feedback reception in general.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Technology-facilitated peer-feedback had moderate positive effects on learning achievement compared to non-technology-facilitated peer-feedback.

    “Their results revealed that technologyfacilitated peer-feedback had moderate positive effects on learning achievement compared to non-technology-facilitated peer-feedback.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Zheng et al., 2020 source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    The lack of effects of content-specific and generic support on feedback reception may indicate that feedback reception is more difficult to support.

    “The fact that we did not find effects of content-specific and generic support on feedback reception may again indicate that feedback reception is more difficult to support due to the reasons outlined above”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Interpretationcitation

    The small number of available studies may hint towards a statistical power problem for feedback reception support.

    “Yet again, the small number of available studies may also hint towards a statistical power problem (Fisher & Tipton, 2015).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Fisher & Tipton, 2015

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    Receiving feedback involves both processing and implementing the feedback received, which may require different and more fine-grained types of instructional support than providing feedback.

    “Thus, receiving feedback involves both processing and implementing the feedback received, which may require different and more fine-grained types of instructional support than providing feedback (e.g., Li & Grion, 2019).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Li & Grion, 2019 source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Interpretationcitation

    An engagement in covert, subject-matter related cognitive processes might be more responsible for subject-matter-related knowledge.

    “an engagement in covert, subjectmatter related cognitive processes might be more responsible for subject-matterrelated knowledge (e.g., Stegmann et al., 2012).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Stegmann et al., 2012 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationcitation

    Students have a double task when they are not supported by generic support: following content-specific support and writing well-structured feedback at the same time, which can lead to cognitive overload.

    “students have a double task when they are not supported by generic support: on the one hand, they have to follow the content-specific support in order to get through the learning content well, and on the other hand, they have to write well-structured feedback at the same time.This can lead to cognitive overload, so that the potential of content-specific support is lost (Sweller, 1999).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Sweller, 1999

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    A possible explanation for the positive effect of generic support on subject-matter-related knowledge is that structural support might reduce students' need to overly ponder about how to provide feedback, so they can focus explicitly on the learning content.

    “a possible explanation for the positive effect of generic support on subject-matter-related knowledge could be that this structural support might reduce students' need to overly ponder about how to provide feedback (as generic support will explicitly tell them how to do this), so that they can focus explicitly on the learning content (e.g., Hein & Prediger, 2017;Reiser, 2004).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Hein & Prediger, 2017

      Not checked in the free run.

    • cites Reiser, 2004 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning

    There may be further processes that occur during peer-feedback which might be more predictive for subject-matter-related knowledge that are typically not measured in related studies.

    “there may be further processes that occur during peer-feedback which might be more predictive for subject-matter-related knowledge that are typically not measured in related studies.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    Generic support can be applied across different contexts and domains.

    “generic support, as it can be applied across different contexts and domains (Hein & Prediger, 2017;Reiser, 2004).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Hein & Prediger, 2017

      Not checked in the free run.

    • cites Reiser, 2004 source

      Not checked in the free run.

  • May combine two claims.

    Interpretationown data

    Supporting students in how to provide high quality feedback messages leads to improvements in the feedback provision phase and has spillover effects to the feedback reception phase.

    “The results regarding feedback provision imply that supporting students with respect to how to provide high quality feedback messages does not only lead to improvements in this very phase; it also has spillover effects to the feedback reception phase.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationcitation

    If learners process the subject-matter better during feedback provision through instructional support, this could lead to better skill acquisition and thus to better revision performance in the feedback reception phase.

    “if learners process the subject-matter better during feedback provision through instructional support, this could lead to better skill acquisition and thus to better revision performance in the feedback reception phase (e.g., Wu & Schunn, 2020b).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Wu & Schunn, 2020b

      Not checked in the free run.

  • May combine two claims.

    Study design and conductown data

    The number of available studies for feedback reception support on different dependent variables was too small to reasonably conduct a meta-analysis; these analyses cannot be interpreted.

    “To examine the effects of feedback reception support on the different dependent variables, the number of available studies unfortunately was too small to reasonably conduct a meta-analysis.Therefore, these analyses cannot be interpreted.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Both content-specific and generic support can be used during feedback provision.

    “it seems that, in principle, both types of instructional support can be used during feedback provision.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    Content-specific support needs to be tailored to each new learning situation, which makes it costly to develop.

    “Content-specific support, in contrast, needs to be tailored to each new learning situation, which makes it costly to develop (e.g., Hannafin et al., 1999;Vogel et al., 2017).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Hannafin et al., 1999

      Not checked in the free run.

    • cites Vogel et al., 2017 source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    There are complex mechanisms at work in the peer-feedback process.

    “This suggests that there are complex mechanisms at work in the peer-feedback process, which should be uncovered in future research.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductown data

    Applying rather strict exclusion criteria allowed the inclusion of only 32 studies, indicating that the number of (quasi-)experimental studies that compare the effects of peer-feedback with instructional support vs. without is still rather low.

    “Second, applying rather strict exclusion criteria allowed us to include only 32 studies, indicating that the number of (quasi-)experimental studies that compare the effects of peer-feedback with instructional support vs. peer-feedback without instructional support is still rather low.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The meta-analysis only included studies that were published in a journal.

    “First, we only included studies that were published in a journal.”
    Quote in the paperNot a substantial claim
36 of 36

  • The authors state this as an assumption.

    Papers that have successfully undergone a rigorous peer-review process provide more reliable results.

    “assuming that papers that have successfully undergone a rigorous peerreview process would provide more reliable results.”

  • The paper relies on this without support.

    The two categorizations of instructional support (presentation modes and level of specificity of the dependent variable) are orthogonal to each other.

    “Note that these two categorizations of instructional support (i.e., different presentation modes and level of specificity of the dependent variable) are orthogonal to each other.”

  • The paper relies on this without support.

    A comprehensive overview over the effects of different kinds of instructional support is missing.

    “Yet, a comprehensive overview over their effects is missing.”

  • The paper relies on this without support.

    Prior empirical research has used a broad variety of different kinds of instructional support in peer-feedback scenarios.

    “prior empirical research (a) has used a broad variety of different kinds of instructional support in peer-feedback scenarios”

  • The paper relies on this without support.

    Prior empirical research has yielded rather divergent findings on the effectiveness of different kinds of instructional support.

    “and has yielded (b) rather divergent findings on their effectiveness”

  • The authors state this as an assumption.

    The results are not biased by including only published studies.

    “However, we can assume that our results are not biased by this as there is little evidence of publication bias.”
6 of 6

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Statistics recomputed

Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.

  • Not confirmedF(2, 187) = 1.83reported p = .23 · recomputed p = .163

    “F(2,187) = 1.83, p = .23”

  • ConsistentF(1, 2.43) = 1.36reported p = .35 · recomputed p = .345

    “F(1, 2.43) = 1.36, p = .35”

  • ConsistentF(1, 3.84) = 0.14reported p = .72 · recomputed p = .727

    “F(1, 3.84) = 0.14, p = .72”

  • ConsistentF(1, 1.07) = 0.4reported p = .63 · recomputed p = .635

    “F(1, 1.07) = 0.40, p = .63”

  • ConsistentF(1, 2.87) = 1.74reported p = .28 · recomputed p = .279

    “F(1, 2.87) = 1.74, p = .28”

  • ConsistentF(1, 1.31) = 0.55reported p = .57 · recomputed p = .568

    “F(1, 1.31) = 0.55, p = .57”

  • ConsistentF(1, 10.86) = 0.01reported p = .91 · recomputed p = .922

    “F(1, 10.86) = 0.01, p = .91”

  • ConsistentF(1, 5.88) = 1.02reported p = .35 · recomputed p = .351

    “F(1, 5.88) = 1.02, p = .35”

  • ConsistentF(1, 1.2) = 18.54reported p = .11 · recomputed p = .113

    “F(1, 1.2) = 18.54, p = .11”

9 of 9

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Self-check results appear here once an independent check has confirmed them.

Cites

Flagged first, then by citations

Research works printed but not linked: 1

  1. Hein, K., & Prediger, S. (2017). Fostering and investigating university students’ pathways to formal reasoning: A design research project on structural scaffolding for 9th graders. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). Dublin, Ireland: DCU / ERME, (pp. 163–170).

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Related

Authors
Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I.
Affiliations
University of Augsburg (DE)
Corresponding author
Hornstein, Julia
ORCID
Venue
Educational Psychology Review
Publisher
Springer Science and Business Media LLC
Published
2025-04-21
Volume
37
Issue
2
ISSN
  • 1040-726X (ISSN-L)
  • 1573-336X
DOI
10.1007/s10648-025-10017-3
OpenAlex
W4409649726
Semantic Scholar
0dd895b733620b67370c5fb2a4f72b624a3d080b
Cited by
18
References
91
Citations by year
2026: 10 · 2025: 8
FWCI
6.45
Type
journal article
Language
en
Open access
Licence
Locations
Educational Psychology Review (publishedVersion, cc-by)
Funders
  • Stifung Innovation in der Hochschullehre (FBM2020)
  • Universität Augsburg
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
peer feedback, pedagogical support, feedback provision, feedback reception, feedback quality, content knowledge, peer learning

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-07.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-07.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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