The DOI matches its Crossref record; 66 of the 67 references it cites were found in a registry or an index.
The nature of feedback: how different types of peer feedback affect writing performance
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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?
In the citing paper
“This is consistent with the research of Nelson and Schunn (2009); Henderson et al. (2019), who found that feedback quality is strongly associated with specificity.”
From Impact of AI assistance on student agency (2024) · cites this paper as Nelson and Schunn (2009)
In the citing paper
“That students used the improvement category kindness to a lesser extent than the improvement suggestions specificity, justification, and constructivity, resonates well with studies that have found that the affective features of feedback has less impact on student improvement than cognitive features (Hattie & Timperley, 2007;Nelson & Schunn, 2009).”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson & Schunn, 2009
In the citing paper
“That student's sensemaking of the feedback correlates with their experience of its usefulness is known from previous studies and relates to the problem of the feedback gap (Jonsson, 2013;Nelson & Schunn, 2009).”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson & Schunn, 2009
In the citing paper
“in a study of peer feedback using 1,073 feedback segments from an online peer review system (SWoRD), Nelson and Schunn (2009) found that student's comprehension of the feedback was the only significant mediator for student implementation.”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson and Schunn (2009)
In the citing paper
“In particular, they found that students were more likely to understand the feedback if it offered concrete solutions, a location of the problem(s), or if the feedback included a summary.”
From Using learning analytics to understand student perceptions of peer feedback (2021) · cites this paper as Nelson and Schunn (2009)
Citations
Cites
The Measurement of Observer Agreement for Categorical Data
Landis, J. R., & Koch, G. G. (1977) · Biometrics · doi:10.2307/2529310 · Cited by 81,148
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · cited 2×
“are most important, such as goals (Kluger & DeNisi, 1996; Hattie & Timperley, 2007 ) and”
Background(1999) · Cited by 12,812
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
Axten, N., Newell, A., & Simon, H. A. (1973) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2063712 · Cited by 6,886
Newell, A. (1972) · Cited by 6,222
Kluger, A. N., & DeNisi, A. (1996) · Psychological Bulletin · doi:10.1037/0033-2909.119.2.254 · Cited by 5,882
Schema induction and analogical transfer
Gick, M. L., & Holyoak, K. J. (1983) · Cognitive Psychology · doi:10.1016/0010-0285(83)90002-6 · Cited by 3,010 · cited 2×
“For example, feedback without explanations can improve performance, but not learning (Chi et al. 1989) and the use of examples can influence whether feedback affects learning or performance or both (Gick and Holyoak 1980; 1983).”
BackgroundHandbook of Research on Educational Communications and Technology
(2013) · Routledge eBooks · doi:10.4324/9781410609519 · Cited by 2,744
Research works printed but not linked: 2
- Hayes, J. R., Flower, L., Schriver, K. A., Stratman, J., & Carey, L. (1987). Cognitive processes in revision. In S. Rosenberg (Ed.), Advances in applied psycholinguistics, Volume II: Reading, writing, and language processing (pp. 176–240). Cambridge, England: Cambridge University Press.
- Pressey, S. L. (1926). A simple device which gives tests and scores—and teaches. School and Society, 23, 373–376.
Cited by
Sorted by citations
Items 501–600 of 601
Evaluating Feedback Strategies for Virtual Human TrainersPreprint
Shang, X., Arif, A. S., & Kallmann, M. E. (2020) · arXiv (Cornell University) · doi:10.48550/arxiv.2011.11704
الرحمن, ش. ع. (2020) · التربية (الأزهر) مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) · doi:10.21608/jsrep.2020.141404
Written Feedback in Health Sciences Education: “What You Write May Be Perceived as Banal”
Jolly, B. C. (2021) · Springer eBooks · doi:10.1007/978-981-13-6106-7_52-1
A Digital Wire for the Fostering Mathematical Medication Learning in Vocational Education
Zwart, D. P. (2021) · Utrecht University Repository (Utrecht University) · doi:10.33540/713
Active Participation in a Sci-Tech Community: Collaborative Peer Review
Armstrong, M., & McCarthy, T. M. (2021) · doi:10.37546/jaltpcp2020-27 · Cited by 2
Research on the types and adoption of peer feedback integrated with interdisciplinary collaboration
Kuang, S., Xu, Z., Gui, J., & Deng, J. (2021) · International Symposium on Educational Technology · doi:10.1109/iset52350.2021.00014
Culturally Responsive Feedback
Alt, D., & Raichel, N. (2021) · Springer eBooks · doi:10.1007/978-3-030-71644-8_8
הלר, ע. (2020) · לקסי-קיי · doi:10.54301/rgek8796
Kamanga, E. H., Beer, J. J. D., & Lubbe, A. (2021) · NWU self-directed learning series · doi:10.4102/aosis.2021.bk280.10
Developing Student Model for Intelligent Tutoring System
Ravichandran, P. (2018) · Knowledge based platform (Open University Malaysia)
Mentz, E., & Lubbe, A. (2021) · NWU self-directed learning series · doi:10.4102/aosis.2021.bk280.0p
(2010) · Higher Education Abstracts · doi:10.1111/j.2150-1092.2010.00005_30.x
Rejected, What’s Next? The Impact of Entrepreneurial Rejection on Cognitive and Behavioral ResponsesPreprint
Dinh, A., Geiger, J.-M., & Liening, A. (2021) · SSRN Electronic Journal · doi:10.2139/ssrn.3983634
Levelling (Up) the Playing Field
Das, S. (2015) · IGI Global eBooks · doi:10.4018/978-1-4666-8200-9.ch069
Dharanipragada, K., Kumar, S., Zayapragassarazan, Z., & Sc, P. (2018) · Springer eBooks · doi:10.1007/978-981-13-1310-3_7
Azizi, D. B., Gharanjik, N., & Dehqan, M. (2022) · Theory and Practice of Second Language Acquisition · doi:10.31261/tapsla.11943
The Development of Student Writing Feedback Attitudes in Grades 3–7: A Latent Growth Analysis
Ekholm, E. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1432288
(2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-80117-590-620221012
Chen, J. (2022) · International Journal of English Language Studies · doi:10.32996/ijels.2022.4.4.4
Effects of peer-review on Peerceptiv in English writing
Zhang, Z. L., & Luo, D. (2022) · International Conference on Computer Science and Communication Technology (ICCSCT) · doi:10.1117/12.2662339
Rahayu, N. S. (2021) · Lingua Scientia Jurnal Bahasa · doi:10.21274/ls.2021.13.2.371-384
Authentic Learning Digital Transformation and Innovations
Rajaram, K. (2023) · Springer eBooks · doi:10.1007/978-981-19-9201-8_6 · Cited by 2
Rahayu, N. S. (2021) · Lingua Scientia Jurnal Bahasa · doi:10.21274/ls.2021.13.2.369-382
The contribution of Feedback Contents to the Development of Student Thesis
Leo, S. (2021) · Barista Jurnal Kajian Bahasa dan Pariwisata · doi:10.34013/barista.v8i2.268
(2023) · EL LE · doi:10.30687/elle/2280-6792/2023/01
How can an educational chatbot’s feedback influence human attention?
Sylvester, F., Le, N.-T., & Soekadar, S. R. (2023) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2024.19007
EFL Teachers’ Beliefs about Students’ Practices of Peer Correction in Letter Writing
Nguyen, T. B., & Pham, A. T. (2023) · International Conference on Education Development and Studies (ICEDS) · doi:10.1145/3591139.3591141
Wang, Y. (2023) · International Journal of New Developments in Education · doi:10.25236/ijnde.2023.050809 · Cited by 3
Written Feedback in Health Sciences Education: “What You Write May Be Perceived as Banal”
Jolly, B. C. (2023) · Springer eBooks · doi:10.1007/978-981-15-3344-0_52
Fritz, M. A. (2023) · Thesis Commons (OSF Preprints) · doi:10.31237/osf.io/myezb · Cited by 1
Liao, C., Chung, H.-J., & Wu, J. (2023) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt58122.2023.00048
McCook, N. (2023) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2023.1961.2.06 · Cited by 2
Interrogating Peer Review as �Proxy:� Reframing Peer Response within Connective Practice
Halasek, K. (2023) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2023.1961.2.04 · Cited by 1
Pallo, V. (2023) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2023.1961.2.09 · Cited by 1
Rethinking and Reframing Peer Review
Jackson, P., & Weaver, C. (2023) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2023.1961.1.3 · Cited by 1
Chapter 5. Peer Persuasion: An Ethos-Based Theory of Identification and Audience Awareness
Stanton, C. (2023) · The WAC Clearinghouse; University Press of Colorado eBooks · doi:10.37514/per-b.2023.1961.2.05 · Cited by 1
Students' Views of Teacher’s Feedback in L2 Writing Class
Ali, H., Prasatyo, B. A., & Sari, F. (2023) · Dialectical Literature and Educational Journal · doi:10.51714/dlejpancasakti.v8i2.99.pp.58-62
Pasiphol, S., & Sotthayakom, P. (2016) · Kasetsart Journal of Social Sciences · doi:10.34044/j.kjss.2016.37.3.06
Masrul, M., & Erliana, S. (2024) · JURNAL PENDIDIKAN GLASSER · doi:10.32529/glasser.v8i1.3129 · Cited by 1
Jiao, J., Jamaludin, K. A., & Nasri, N. M. (2024) · International Journal of Education and Humanities · doi:10.54097/w7b99a31
Impact of Providing Peer Feedback—An Empirical Study on Web-Based Peer Review in English Writing
陈, 思. (2024) · Advances in Education · doi:10.12677/ae.2024.146962
Tuyen, L. T. N. (2024) · International Journal of Social Science and Human Research · doi:10.47191/ijsshr/v7-i08-60 · Cited by 1
Ibarra, J. E. R., Álvarez, C., & Recabarren, M. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-67998-8_6
Exploring Perceptions of Peer Backward Evaluation in English Writing: A Study Based on Peerceptiv
毕, 燃. (2024) · Creative Education Studies · doi:10.12677/ces.2024.129604
Lima, E. F. (2024) · English for Specific Purposes · doi:10.1016/j.esp.2024.12.006
Guzmán, T. G. P., Guzmán, C. C. P., & Rojas, J. E. J. (2024) · Sapiens International Multidisciplinary Journal · doi:10.71068/dk3f0j34
Mohamad, S. K., & Tasir, Z. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2494154 · Cited by 1
An inductive approach to developing students’ awareness of useful written peer feedback
Lorenzen, H., Jacobsen, D., & Ellegaard, M. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2501685
The Efficacy of Direct, Indirect and Peer Feedback Error Correction Techniques in EFL Writing
Taye, T., & Chali, G. T. (2025) · Current Research Journal of Social Sciences and Humanities · doi:10.12944/crjssh.8.1.10
Kramer, T. J., Williams, C. A. L., Zeccardi, J., & Rose, J. (2025) · Across the Disciplines · doi:10.37514/atd-j.2025.22.1-2.02
Can the Effect of Automated Elaborated Feedback Be Increased with Affective Feedback?
Deni̇z, Y., & Bayrak, F. (2025) · Open Praxis · doi:10.55982/openpraxis.17.3.857 · Cited by 1
Fidan, M., & ÇARKIT, C. (2025) · Reading & Writing Quarterly · doi:10.1080/10573569.2025.2546814
Urbanek, M. T., Vinton, D., & Moon, A. C. (2025) · Chemistry Education Research and Practice · doi:10.1039/d5rp00118h
Shulgina, G., Адамович, К., Zhang, H., Fanguy, M., Baldwin, M., & Costley, J. (2025) · Active Learning in Higher Education · doi:10.1177/14697874251389104
Wash-Forward Through Anthrogogic Feedback as Empowering Materials in Researched Writing
Deepa, S., & Durairajan, G. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-2995-6.ch006
Du, B., & Wang, Y. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13861-6 · Cited by 1
Examining the Relationship Between Social Roles and Knowledge Structures in Online Math Discussions
Li, C., & Lyu, B. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-2927-7.ch006
Cover Letters as a Tool to Elicit Peer Feedback Within Doctoral Writing Groups
Yallop, R., Leijen, D. A. J., & Lang, S. M. (2025) · The Journal of Writing Analytics · doi:10.37514/jwa-j.2025.8.1.02
Yabancılara Türkçe Öğretenlerin Yazma Geri Bildirimleri ve Öğrenen Motivasyonlarına Dair Gözlemleri
ZİLELİ, E. N., & Çocuk, H. E. (2025) · Mersin Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17860/mersinefd.1704352
Exploring Gender Awareness with AI-Assisted Reading and Writing in Anglophone Cultural Studies
Pondelíková, I., & Luprichová, J. (2025) · Cognition and exploratory learning in the digital age · doi:10.1007/978-3-032-05817-1_7
生成式语言模型在自动写作评估中的早期综述：自动作文评分与反馈生成领域的进展、挑战及方向
Yue, H., Palermo, C., Liu, R., & He, Y. (2025) · Chinese/English Journal of Educational Measurement and Evaluation · doi:10.59863/kfps7749
Lam, T. E. S. (2026) · SSRN Electronic Journal · doi:10.2139/ssrn.6031174
Web-based peer assessment: a case study with civil engineering students
Maia, A. M. S., Pedrosa, D., Grams, G., Dominguez, C. E., & Cruz, G. (2013) · Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT)
Liu, K., & Deris, F. D. (2026) · International Journal of Multilingualism · doi:10.1080/14790718.2026.2623153
Theile, Y., & Rott, B. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1736919
Algorithmic Mentors and Multilingual Writing Development
Kishore, S. H., & Florence, J. M. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-5601-3.ch011
Helaluddin, H., Ismail, G. A., Ulfah, S. M., Fitriyyah, D., Wati, S., & Rohbiah, T. S. (2026) · European Journal of Educational Research · doi:10.12973/eu-jer.15.2.669
The power of praise: the central role of affective peer feedback in interest-based learning
Zhang, Y., Schunn, C. D., & Chen, P. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2026.2653879
Self-citationRen, S., Nguyen, H., Stürmer, K., Hopp, M. D. S., Göllner, R., & Fütterer, T. (2026) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3785022.3785055
Konuşma Becerisinin Geliştirilmesi Sürecine Yönelik Bir Geribildirim Sınıflaması
Alakuş, İ. K., & Temizkan, M. (2026) · Ana Dili Eğitimi Dergisi · doi:10.16916/aded.1878736
Mirhanoğulları, B., & TUNAGÜR, M. (2026) · Ana Dili Eğitimi Dergisi · doi:10.16916/aded.1840936
Papenfus, M. (2025) · Voices from the Middle · doi:10.58680/vm202533246
Why do students hide knowledge in peer assessment? The role of knowledge interaction inequalities
Li, Y., Wang, Y., Zhao, L., Niu, N., & Jiang, Y. (2026) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2026.101611
Zhang, D., Hong, X., & Qi, Y. (2026) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2026.101121 · Cited by 2
Li, S., Wang, S., & Huang, Y. (2026) · Innovations in Education and Teaching International · doi:10.1080/14703297.2026.2678377
Wang, Y., & Xiong, W. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2675493
Setiawan, I., Kao, H., & Chuang, K.-T. (2026) · Journal of Science Education and Technology · doi:10.1007/s10956-026-10327-3
Chen, S., & Zhou, T. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.107269
Investigating students’ engagement with GenAI-supported peer feedback generation in EFL writing
Guo, K., Li, D., Pan, M., & Lai, C. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2679729
Yang, J., & Schunn, C. D. (2026) · Instructional Science · doi:10.1007/s11251-026-09813-3
Self-citationWhat have researchers examined? Capturing the conceptual diversity of peer feedback quality measures
Zhang, Y., & Schunn, C. D. (2026) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2026.101642
Self-citationAntecedents of student feedback uptake during online interactive peer assessment
Zhan, Y., Chiu, M. M., & Du, Z. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14108-8
Effects of Peer Feedback on Adolescent Writing: A Meta-Analysis
Li, A. W., & Hebert, M. A. (2026) · Scientific Studies of Reading · doi:10.1080/10888438.2026.2712255
Ma, X., Wang, D., & Chen, G. (2026) · The Journal of Educational Research · doi:10.1080/00220671.2026.2710208
Accept, elaborate, modify, or no uptake?: Which peer feedback features matter?
Gao, X., Schunn, C. D., Gulikers, J. T. M., Banihashem, S. K., Biemans, H. J. A., & Noroozi, O. (2026) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2026.102491
Self-citationBai, B., Wang, J., Lalli, G. S., Nie, Y., & Dan, Q. (2026) · European Journal of Education · doi:10.1111/ejed.70839
Peer feedback quality matters for post-feedback outcomes: A meta-analysis
Alemdağ, E., Lipnevich, A. A., Bardach, L., & Lindner, M. A. (2026) · Educational Research Review · doi:10.1016/j.edurev.2026.100848
Peer feedback leads, GenAI complements: tracing revision patterns in undergraduate projects
Usher, M., & Faraon, M. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2713629
Process Writing and Descriptive Paragraph Development Among A1 Secondary Learners
Garcia-Coronel, M. Z. (2025) · Buckingham English Center · doi:10.66836/linguatech.v2n1.uewnfnbb3
Zhou, X., & Goh, Y. S. (2026) · Cognitive Development · doi:10.1016/j.cogdev.2026.101786
Shirasaka, S., Imagawa, T., & Enokida, S. (2026) · Discover Education · doi:10.1007/s44217-026-02238-7
Lu, G., Zhang, H., Ba, S., & Yang, L. (2026) · Journal of Educational Computing Research · doi:10.1177/07356331261494805
Metadata
- Authors
- Nelson, M. M., & Schunn, C. D.
- Affiliations
- University of Pittsburgh (US)
- Corresponding author
- Nelson, Melissa M.
- ORCID
- Schunn, Christian D.
- Venue
- Instructional Science
- Published
- 2008-04-04
- Volume
- 37
- Issue
- 4
- Pages
- 375-401
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2075371609
- Cited by
- 602
- References
- 67
- Citations by year
- 2026: 40 · 2025: 48 · 2024: 53 · 2023: 54 · 2022: 42 · 2021: 50 · 2020: 36 · 2019: 37 · 2018: 40 · 2017: 26 · 2016: 32 · 2015: 31 · 2014: 27 · 2013: 32 · 2012: 22
- FWCI
- 46.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Instructional Science (publishedVersion)
- D-Scholarship@Pitt (University of Pittsburgh) (acceptedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- peer feedback, writing performance, feedback implementation, problem understanding, peer review, swords
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.
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 ›
Are you an author, or do you see a problem with this page? Request a review
