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Students' Experiences of Peer Feedback Practices as Related to Awareness Raising of Learning Goals, Self-Monitoring, Self-Efficacy, Anxiety, and Enjoyment in Teaching EFL and Mathematics

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Title: Students' Experiences of Peer Feedback Practices as Related to Awareness Raising of Learning Goals, Self-Monitoring, Self-Efficacy, Anxiety, and Enjoyment in Teaching EFL and Mathematics
Language: English
Authors: Kim-Daniel Vattøy (ORCID 0000-0001-7649-9061), Siv M. Gamlem (ORCID 0000-0002-6523-0486)
Source: Scandinavian Journal of Educational Research. 2024 68(5):904-918.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Self Efficacy, Metacognition, Feedback (Response), Peer Evaluation, Anxiety, English (Second Language), Second Language Learning, Second Language Instruction, Mathematics Instruction, Language Teachers, Goal Orientation, Learning Motivation, Secondary School Students, Likert Scales, Foreign Countries, Peer Teaching, Correlation
Geographic Terms: Norway
DOI: 10.1080/00313831.2023.2192772
ISSN: 0031-3831
1470-1170
Abstract: This study examined students' experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching English as a foreign language (EFL) and mathematics. Data consisted of student surveys from two data sets related to teaching in lower secondary school (n = 2,832). Students (13-15 years old) in both subjects reported being to a low extent involved in peer feedback practices, but to a lesser extent in mathematics. Awareness raising of learning goals was the most important variable for students' experiences of peer feedback practices, and even more important for students in mathematics teaching. Self-monitoring, self-efficacy, and enjoyment were positively associated with peer feedback practices. Enjoyment was positively associated with peer feedback practices, but a neglected dimension of teaching in the two subjects. Although students reported low degrees of anxiety, students also reported low levels of enjoyment in both subjects.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1428508
Database: ERIC
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  Value: <anid>AN0177963933;55b01aug.24;2024Jun21.05:58;v2.2.500</anid> <title id="AN0177963933-1">Students' experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics </title> <p>This study examined students' experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching English as a foreign language (EFL) and mathematics. Data consisted of student surveys from two data sets related to teaching in lower secondary school (n = 2,832). Students (13–15 years old) in both subjects reported being to a low extent involved in peer feedback practices, but to a lesser extent in mathematics. Awareness raising of learning goals was the most important variable for students' experiences of peer feedback practices, and even more important for students in mathematics teaching. Self-monitoring, self-efficacy, and enjoyment were positively associated with peer feedback practices. Enjoyment was positively associated with peer feedback practices, but a neglected dimension of teaching in the two subjects. Although students reported low degrees of anxiety, students also reported low levels of enjoyment in both subjects.</p> <p>Keywords: Peer feedback; learning goals; self-monitoring; self-efficacy; anxiety; enjoyment</p> <hd id="AN0177963933-2">1. Introduction</hd> <p>Peer feedback has been recognised as a meaningful approach to enhance student engagement and teachers' use of formative assessment (Ibarra-Sáiz et al., [<reflink idref="bib19" id="ref1">19</reflink>]; Schildkamp et al., [<reflink idref="bib38" id="ref2">38</reflink>]). Research syntheses and meta-analyses have found positive effects of peer feedback on student learning and academic achievement (Double et al., [<reflink idref="bib9" id="ref3">9</reflink>]; Huisman et al., [<reflink idref="bib18" id="ref4">18</reflink>]; Li et al., [<reflink idref="bib23" id="ref5">23</reflink>]). Students have reported perceiving feedback from peers as more understandable and helpful than teacher feedback in some settings (Gielen et al., [<reflink idref="bib13" id="ref6">13</reflink>]; Topping, [<reflink idref="bib40" id="ref7">40</reflink>]). However, students' dissatisfaction with peer feedback due to disrespectful peer behaviour has also been documented (Gamlem & Smith, [<reflink idref="bib12" id="ref8">12</reflink>]; Zhou et al., [<reflink idref="bib51" id="ref9">51</reflink>]). Despite a growing body of literature on the effects of peer feedback, social and emotional variables related to peer feedback have been comparatively under-researched (Goetz et al., [<reflink idref="bib14" id="ref10">14</reflink>]; van Gennip et al., [<reflink idref="bib42" id="ref11">42</reflink>]). As such, social and emotional variables seem crucial to understand the conditions for students' engagement with peer feedback (van Gennip et al., [<reflink idref="bib43" id="ref12">43</reflink>]; Winstone et al., [<reflink idref="bib47" id="ref13">47</reflink>]). Therefore, this study examines peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment.</p> <p>Social and emotional aspects of feedback have been found to impede students' learning processes (Goetz et al., [<reflink idref="bib14" id="ref14">14</reflink>]; Zhou et al., [<reflink idref="bib51" id="ref15">51</reflink>]), and thus appear crucial to examine from a student perspective on peer feedback practices. For example, peer feedback might disrupt power relations among peers, as students share privileges of teachers' power over other students in peer feedback (Liu & Carless, [<reflink idref="bib25" id="ref16">25</reflink>]). In secondary education, several advantages of peer feedback have been discussed (Gielen et al., [<reflink idref="bib13" id="ref17">13</reflink>]; Rotsaert, Panadero, & Schellens et al., [<reflink idref="bib34" id="ref18">34</reflink>]), but peer feedback practices have also been found to be hampered by the influence of established friendship relations (Gamlem & Smith, [<reflink idref="bib12" id="ref19">12</reflink>]). Secondary school teachers have reported that appreciation of peer scoring for accuracy appears to be a competing goal for learning-oriented peer feedback environments (Rotsaert, Panadero, & Schellens, [<reflink idref="bib33" id="ref20">33</reflink>]). Thus, there are indications that peer feedback is positively and negatively influenced by social and emotional variables, although the relationships remain unclear.</p> <p>The value of peer feedback has been found to be associated with the dialogue and meta-processes it initiates rather than the feedback itself (Filius et al., [<reflink idref="bib10" id="ref21">10</reflink>]; Liu & Carless, [<reflink idref="bib25" id="ref22">25</reflink>]), although there has been reported a common lack of dialogue in peer feedback practices (Zhu & Carless, [<reflink idref="bib52" id="ref23">52</reflink>]). When learning is emphasised, peers engage in feedback dialogues with one another and the target is to enhance learning (Filius et al., [<reflink idref="bib10" id="ref24">10</reflink>]). As such, peer feedback can be defined as "a communication process through which learners enter into dialogues related to performance and standards" (Liu & Carless, [<reflink idref="bib25" id="ref25">25</reflink>], p. 280). The importance of training to apply standards and explicit criteria has been a defining characteristic emphasised in the broader concept of peer assessment (Topping, [<reflink idref="bib40" id="ref26">40</reflink>]). Nonetheless, the performances and standards related to peer feedback might not be explicitly formulated for students which could pose a difficult challenge and reduce the usefulness of peer feedback.</p> <p>Whilst previous research on peer feedback has favoured summative assessment purposes, the focus on peer feedback and self-regulated learning shifts the purpose of peer feedback practices to focus more on learning (Adachi et al., [<reflink idref="bib1" id="ref27">1</reflink>]; Double et al., [<reflink idref="bib9" id="ref28">9</reflink>]; Panadero et al., [<reflink idref="bib29" id="ref29">29</reflink>]). Students' engagement with peer feedback has been found to coincide with various self-regulated learning processes (Ibarra-Sáiz et al., [<reflink idref="bib19" id="ref30">19</reflink>]; Nicol et al., [<reflink idref="bib27" id="ref31">27</reflink>]; Rotsaert, Panadero, & Schellens et al., [<reflink idref="bib34" id="ref32">34</reflink>]). In a self-regulated learning perspective, students are metacognitively, motivationally, and behaviourally active in own learning processes with peers as potential co-regulators (Allal, [<reflink idref="bib2" id="ref33">2</reflink>]; Panadero et al., [<reflink idref="bib29" id="ref34">29</reflink>]). The relevance of explicit assessment criteria, self-regulation, and self-efficacy have been addressed as critical factors in peer assessment (Topping, [<reflink idref="bib40" id="ref35">40</reflink>]). Therefore, peer feedback seems to have the potential to activate students' internal feedback and self-monitoring (Harris et al., [<reflink idref="bib15" id="ref36">15</reflink>]; Nicol et al., [<reflink idref="bib27" id="ref37">27</reflink>]; Vattøy & Gamlem, [<reflink idref="bib45" id="ref38">45</reflink>]). At present, however, there appears to be a lack of empirical studies that have documented the link between peer feedback and self-regulated learning variables, such as self-monitoring, in lower secondary school subjects.</p> <p>Peer feedback practices are subject-specific and exercised differently in various disciplines (Adachi et al., [<reflink idref="bib1" id="ref39">1</reflink>]; Gielen et al., [<reflink idref="bib13" id="ref40">13</reflink>]). In teaching English as a foreign language (EFL), studies have examined how peer feedback improves writing in English under various conditions (Ruegg, [<reflink idref="bib35" id="ref41">35</reflink>]; Yu, [<reflink idref="bib48" id="ref42">48</reflink>]). Students' limited English proficiency has been addressed as a challenge in peer feedback practices in teaching EFL, causing difficulties for peers regarding identifying and solving language and grammar problems (Wang, [<reflink idref="bib46" id="ref43">46</reflink>]). A study found that EFL learners' utilisation of first language (L1) and target language (L2) during peer feedback practices was an important tool to enhance the outcome of peer feedback (Yu & Lee, [<reflink idref="bib50" id="ref44">50</reflink>]). In mathematics teaching, peer feedback accuracy has been an important factor for reducing anxiety for students (Alqassab et al., [<reflink idref="bib3" id="ref45">3</reflink>]). A study found that peer feedback practices increased in mathematics classrooms with higher proportion of girls in lower secondary school (Sortkær & Reimer, [<reflink idref="bib39" id="ref46">39</reflink>]).</p> <p>An unawareness of students' concerns regarding the impact of social and emotional processes in peer feedback has been reported by teachers in secondary school (Rotsaert, Panadero, & Schellens, [<reflink idref="bib33" id="ref47">33</reflink>]). Peer feedback has also been largely neglected because of teacher devaluation based on the assumption that students are not able to provide good feedback (Saliu-Abdulahi et al., [<reflink idref="bib37" id="ref48">37</reflink>]), which has highlighted the need to research students' experiences. Secondary school teachers' facilitation and support of peer feedback have been associated with viewing students as co-constructors of knowledge (van der Kleij & Adie, [<reflink idref="bib41" id="ref49">41</reflink>]). As peer feedback is a social practice, the influence of social and emotional variables might explain critical aspects of students' experiences of peer feedback (Mercader et al., [<reflink idref="bib26" id="ref50">26</reflink>]; van Gennip et al., [<reflink idref="bib42" id="ref51">42</reflink>]).</p> <p>Since the relationship between social and emotional aspects of peer feedback practices is largely unexplored, the present study aims to explore the connections and associations among important variables addressed by previous literature. The present study is conducted in teaching EFL and mathematics since the two subjects provide different conditions for peer feedback practices within the same context of lower secondary school. Thus, the quest of the present study is to examine peer feedback practices as related to social and emotional variables that affect learning processes in lower secondary school. The research question for the study is:</p> <p>What are students' self-reported experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics in lower secondary school?</p> <hd id="AN0177963933-3">1.1. Peer feedback practices as related to social and emotional variables</hd> <p>There are several social and emotional variables that appear to affect how students experience peer feedback practices (Goetz et al., [<reflink idref="bib14" id="ref52">14</reflink>]; Ibarra-Sáiz et al., [<reflink idref="bib19" id="ref53">19</reflink>]; Winstone et al., [<reflink idref="bib47" id="ref54">47</reflink>]). This study considers the influence of five variables related to students' self-reported experiences of peer feedback practices in teaching EFL and mathematics in lower secondary school: awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment.</p> <hd id="AN0177963933-4">1.1.1. Awareness raising of learning goals</hd> <p>In this study, awareness raising of learning goals relates to teachers' explanations and helpful conversations for promoting students' conscious attention and activation of set goals and criteria to progress in learning. Students' awareness of learning goals has been associated with their ability to understand the purpose of peer feedback (Gielen et al., [<reflink idref="bib13" id="ref55">13</reflink>]; Topping, [<reflink idref="bib40" id="ref56">40</reflink>]). An important principle for quality in teaching is that students know what to learn, what is expected of them, and what they can do to reach learning goals, which has highlighted the importance of teachers' support in peer feedback practices (Gamlem & Smith, [<reflink idref="bib12" id="ref57">12</reflink>]; Sadler, [<reflink idref="bib36" id="ref58">36</reflink>]). Students' understanding of quality aspects about their own and their peers' learning appears to be crucial for the relevance of peer feedback practices (Huisman et al., [<reflink idref="bib18" id="ref59">18</reflink>]). In mathematics teaching, involving students in defining assessment criteria has been proposed (Alqassab et al., [<reflink idref="bib3" id="ref60">3</reflink>]). Students also become aware of and utilise assessment criteria when they provide and receive peer feedback (Adachi et al., [<reflink idref="bib1" id="ref61">1</reflink>]; Panadero et al., [<reflink idref="bib30" id="ref62">30</reflink>]). A clear understanding and activation of learning goals have also been found to impact students' performance (Gielen et al., [<reflink idref="bib13" id="ref63">13</reflink>]). In teaching EFL, students have employed assessment criteria actively as a support when explaining their peer feedback in their L1 (Yu & Lee, [<reflink idref="bib50" id="ref64">50</reflink>]).</p> <hd id="AN0177963933-5">1.1.2. Self-monitoring</hd> <p>Self-monitoring has been defined as a metacognitive process in the performance phase of self-regulated learning models: "Self-monitoring, a covert form of self-observation, refers to one's cognitive tracking of personal functioning [...]" (Zimmerman, [<reflink idref="bib53" id="ref65">53</reflink>], p. 68). Students' capabilities to self-monitor their work and performance during activities support them in comprehending and using feedback (Sadler, [<reflink idref="bib36" id="ref66">36</reflink>]). Self-monitoring has the potential to strengthen students' engagement in peer feedback when self-regulated learning is emphasised by teachers (Vattøy & Gamlem, [<reflink idref="bib45" id="ref67">45</reflink>]; Zhu & Carless, [<reflink idref="bib52" id="ref68">52</reflink>]). The role of co-regulation of learning in formative feedback appears to be important for students' self-monitoring (Allal, [<reflink idref="bib2" id="ref69">2</reflink>]; Panadero et al., [<reflink idref="bib29" id="ref70">29</reflink>]). However, feedback that fosters self-monitoring has largely been found absent in peer feedback in primary and secondary school (Gamlem & Smith, [<reflink idref="bib12" id="ref71">12</reflink>]; Harris et al., [<reflink idref="bib15" id="ref72">15</reflink>]). For EFL students, engagement in the peer feedback provider role has been found associated with higher degrees of self-monitoring and critical self-reflection in EFL writing (Yu, [<reflink idref="bib48" id="ref73">48</reflink>]).</p> <hd id="AN0177963933-6">1.1.3. Self-efficacy</hd> <p>Self-efficacy can be defined as: "beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (Bandura, [<reflink idref="bib6" id="ref74">6</reflink>], p. 3). Self-efficacy has been found to influence students' cognitive, motivational, and affective processes (Bandura, [<reflink idref="bib5" id="ref75">5</reflink>]). Students' self-efficacy in peer feedback has been connected to emotions and identified as crucial for understanding how students feel confident in their knowledge and skills when providing peer feedback (Kasch et al., [<reflink idref="bib21" id="ref76">21</reflink>]). Self-efficacy has also been found to significantly impact the type of comments regarding inaccuracies in peer feedback for mathematics students (Alqassab et al., [<reflink idref="bib3" id="ref77">3</reflink>]), which has stressed the relevance of teachers' support. Therefore, self-efficacy is thought to be an influential variable to students' experiences of peer feedback practices, although it has been scarcely researched as related to peer feedback practices in lower secondary school. Self-efficacy beliefs are also domain specific (Bandura, [<reflink idref="bib6" id="ref78">6</reflink>]), which has highlighted the importance of studying self-efficacy in relation to students' experiences of peer feedback practices in lower secondary school subjects.</p> <hd id="AN0177963933-7">1.1.4. Anxiety</hd> <p>Anxiety is an emotion characterised by unease, nervousness, and worries about possible negative events and outcomes, as well as motivation to avoid the situation (Goetz et al., [<reflink idref="bib14" id="ref79">14</reflink>]; Pekrun, [<reflink idref="bib31" id="ref80">31</reflink>]). Anxiety in peer feedback inhibits students' learning processes (Mercader et al., [<reflink idref="bib26" id="ref81">26</reflink>]; Topping, [<reflink idref="bib40" id="ref82">40</reflink>]), and empirical studies have found that students have experienced anxiety and hesitation when providing peer feedback in mathematics and teaching EFL (Alqassab et al., [<reflink idref="bib3" id="ref83">3</reflink>]; Yu, [<reflink idref="bib49" id="ref84">49</reflink>]). Anxiety issues might be related to fear of disapproval from peers, since the provider might risk a negative reaction from the receiver (Gamlem & Smith, [<reflink idref="bib12" id="ref85">12</reflink>]; Rotsaert, Panadero, & Schellens, [<reflink idref="bib33" id="ref86">33</reflink>]). Conversely, the peer feedback provider might transgress the bounds of decency with disrespectful comments which could cause the receiver to avoid engaging with peer feedback (Zhou et al., [<reflink idref="bib51" id="ref87">51</reflink>]). The opposite, lack of anxiety, has been associated with psychological safety and presupposes a safe learning environment which can be actively promoted by teachers' mindful pedagogical work (Gamlem et al., [<reflink idref="bib11" id="ref88">11</reflink>]; Rotsaert, Panadero, & Schellens, [<reflink idref="bib33" id="ref89">33</reflink>]; van Gennip et al., [<reflink idref="bib43" id="ref90">43</reflink>]).</p> <hd id="AN0177963933-8">1.1.5. Enjoyment</hd> <p>Enjoyment of learning has been assumed to strengthen motivation and deactivate negative emotions, such as anxiety (Pekrun, [<reflink idref="bib31" id="ref91">31</reflink>]). Enjoyment is an emotion that is characterised by happy feelings, positive thoughts, as well as motivation to stay in the situation (Goetz et al., [<reflink idref="bib14" id="ref92">14</reflink>]). Enjoyment has been associated with a positive emotional connection between teachers, students, and peers in classroom interactions (Vattøy & Gamlem, [<reflink idref="bib45" id="ref93">45</reflink>]). Students' psychological safety to take interpersonal risks in social groups has been related to their level of enjoyment in peer feedback (van Gennip et al., [<reflink idref="bib42" id="ref94">42</reflink>]), which has underlined the usefulness of teachers' support in peer feedback. In teaching EFL, enjoyment has been an important variable for reducing anxiety (De Ruiter et al., [<reflink idref="bib8" id="ref95">8</reflink>]). Enjoyment and curiosity have also been identified as positive emotions for peer feedback provision in mathematics (Alqassab et al., [<reflink idref="bib3" id="ref96">3</reflink>]).</p> <hd id="AN0177963933-9">1.2. The context of peer feedback practices in lower secondary school in Norway</hd> <p>Internationally, peer feedback has often been neglected in implementations of Assessment for Learning (AfL) (Baird et al., [<reflink idref="bib4" id="ref97">4</reflink>]; Hayward et al., [<reflink idref="bib16" id="ref98">16</reflink>]; Jonsson et al., [<reflink idref="bib20" id="ref99">20</reflink>]), despite the clear links between peer feedback and AfL (Harris et al., [<reflink idref="bib15" id="ref100">15</reflink>]). Norway has had fewer accountability mechanisms compared to countries, such as the UK and US, but has also been increasingly affected by global trends (Hopfenbeck et al., [<reflink idref="bib17" id="ref101">17</reflink>]). In Norway, AfL was a national initiative for two consecutive four-year periods for primary and lower secondary schools. The final report from the AfL programme in Norway (2010–2018) found evidence for a more learner-driven feedback culture because of the initiative but warned reducing AfL to a set of mechanical procedures (Norwegian Directorate for Education and Training, [<reflink idref="bib28" id="ref102">28</reflink>]). There was identified a lack of emphasis on peer feedback both in the report and the four principles of AfL. Therefore, the approach to AfL in Norway aligned with international trends indicating that peer feedback practices have been neglected (Hopfenbeck et al., [<reflink idref="bib17" id="ref103">17</reflink>]; Saliu-Abdulahi et al., [<reflink idref="bib37" id="ref104">37</reflink>]).</p> <hd id="AN0177963933-10">2. Method</hd> <p></p> <hd id="AN0177963933-11">2.1. Participants</hd> <p>The participants consisted of students (<emph>n </emph>= 2,832) in EFL and mathematics classes in lower secondary schools in Norway. The EFL and mathematics students were sampled from different schools and spread across different year levels. All schools had been part of the Norwegian national initiative for AfL (Hopfenbeck et al., [<reflink idref="bib17" id="ref105">17</reflink>]; Norwegian Directorate for Education and Training, [<reflink idref="bib28" id="ref106">28</reflink>]). As the mathematics sample was part of a research project funded by the Norwegian Research Council, the focus was exclusively on Year 9 students (14–15 years old). The EFL students were sampled later and involved in all year levels in lower secondary school (Years 8–10; 13–15 years old) to achieve similar sample sizes. In Norway, the lower secondary level involves the introduction of formal evaluation with grades, and it has been difficult for teachers to be perceived as supportive from the students who receive poor grades (Bru et al., [<reflink idref="bib7" id="ref107">7</reflink>]).</p> <p>For the EFL responses, 1,137 students from 51 classes in six lower secondary schools responded (Year 8: 415 students; Year 9: 343 students; and Year 10: 379 students). These schools were strategically selected based on closeness to the mean score of a national Year-8 test in English. This strategic selection was made to avoid that schools deviated to much from the national mean score for students in English. The schools were rural schools except one city school. The gender distribution resembled a standardised variation (boys: 48.8%; girls: 51.2%). 91.2% of the students reported Norway as their place of birth. The response rate was 89%.</p> <p>For the mathematics responses, 1,695 students (Year 9) from 71 classes in 18 lower secondary schools participated. Strategic selections were made based on the mean score of national tests in Year 8 for mathematics for similar reasons as explained for the EFL sample. A mix of rural and urban schools was sampled. The gender distribution resembled a standardised variation (boys: 49.8%; girls: 50.2%). 91.4% of the students reported Norway as their place of birth. The response rate was 90%.</p> <hd id="AN0177963933-12">2.2. Procedure</hd> <p>An ethical approval from the Norwegian Centre for Research Data was obtained before the initiation of the data collection. Invitations were issued to head teachers, teachers, students, and parents/caregivers who gave their consent. Due to students' young age (13–15 years old), informed consent forms were signed by students and parents prior to data collection. The teachers received detailed instructions on how to administer the surveys in their classes. Emphasis was given to students' right to voluntary participation and withdrawal at any time. Confidentiality was maintained by placing the completed surveys in anonymous envelopes with ID numbers before returning them.</p> <hd id="AN0177963933-13">2.3. Measure</hd> <p>The study used a cross-disciplinary survey that is developed and validated for lower secondary school (Gamlem et al., [<reflink idref="bib11" id="ref108">11</reflink>]). A four-point Likert scale was used (1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree). The survey comprised 85 items related to several variables important for peer feedback, self-regulation, and variables related to students' learning. Some items associated with learning strategies and affective dimensions of self-regulation were inspired by the Norwegian version of the Cross-Curricular Competencies Survey (Lie et al., [<reflink idref="bib24" id="ref109">24</reflink>]). The Enjoyment and Anxiety scales were adapted from the Achievement Emotions Questionnaire (Pekrun et al., [<reflink idref="bib32" id="ref110">32</reflink>]). The survey was administered to the students in Norwegian as most students in the sample had Norwegian as their mother tongue.</p> <hd id="AN0177963933-14">2.4. Data analysis</hd> <p>Due to very few missing values in the EFL data set (<emph>M<subs>all items</subs></emph>= 2%), mean imputation was performed for the missing values at all item-level responses. Previous analyses of the missing data had indicated that missing values seemed unrelated to systematic variables (e.g., students who accidentally skipped a question). When missing data is missing completely at random, mean imputation can be used (Kline, [<reflink idref="bib22" id="ref111">22</reflink>]). The mean of missing data for all items in the mathematics data set was 11.7%. For the mathematics responses, pairwise deletion was used when performing the correlation analyses. The parameters of the path analyses were performed with maximum likelihood estimation. Means and intercepts were also estimated.</p> <p>The data were analysed using SPSS. Analyses for frequencies and descriptive statistics were initially performed to analyse items for their properties such as mean scores, standard deviations, standard errors, missing values, skewness, and kurtosis. Confirmatory factor analyses were conducted with items for each scale to determine the prevalence of one factor, which was confirmed (see Appendix). The Cronbach's alpha for each scale provided further support to the reliability of the scales. The correlation analyses of the scales examined the significance level of the relationships between variables. Multiple regression analyses were performed to examine how various scales explained the variance in students' perceptions of peer feedback practices. The <emph>R<sups>2</sups></emph>, <emph>F</emph>-test, <emph>t</emph>-test, and <emph>p</emph>-values were examined to determine the relationships.</p> <hd id="AN0177963933-15">3. Results</hd> <p></p> <hd id="AN0177963933-16">3.1. Descriptive statistics</hd> <p>The descriptive statistics for the EFL survey are presented in Table A1. The students tended to disagree that they were involved in <emph>peer feedback practices</emph>. They were to some extent agreeing that their teachers fostered <emph>awareness raising of learning goals</emph> and <emph>self-monitoring</emph>, and even more confident in their <emph>self-efficacy</emph> in EFL. The students reported that EFL teaching did not cause <emph>anxiety</emph>, although the teaching did not cause much <emph>enjoyment</emph> either.</p> <p>The descriptive statistics for the mathematics survey are presented in Table A2. The students tended to disagree that they were involved in <emph>peer feedback practices</emph>. They were to some extent agreeing that their mathematics teachers facilitated their <emph>self-monitoring</emph>, and they were even more confident that the teacher facilitated an <emph>awareness raising of learning goals</emph> and supported their <emph>self-efficacy</emph>. The students reported a relatively low extent of <emph>anxiety</emph> in mathematics teaching, but even lower levels of <emph>enjoyment</emph>.</p> <p>The comparisons between the scale results for EFL and mathematics indicated common trends in the data, but with some important differences. English had higher mean scores for <emph>peer feedback practices</emph>, <emph>self-efficacy</emph>, and <emph>enjoyment</emph>, whereas mathematics had higher mean scores for <emph>awareness raising of learning goals</emph>, <emph>self-monitoring</emph>, and <emph>anxiety</emph> scale. <emph>Self-efficacy</emph> had the highest mean score in both EFL (<emph>M = </emph>3.15) mathematics (<emph>M</emph> = 3.04), which indicated that students in both data sets felt relatively confident about own knowledge and skills in the subjects. By contrast, <emph>peer feedback practices</emph> had the lowest mean score in both data sets, which suggested that the students in EFL (<emph>M</emph> = 2.12) and mathematics (<emph>M</emph> = 1.95) were to a low extent involved in peer feedback. Although <emph>anxiety</emph> and <emph>enjoyment</emph> were both relatively low for both subjects, students tended to report slightly lower <emph>anxiety</emph> (<emph>M </emph>= 2.17) and a little higher <emph>enjoyment</emph> (<emph>M</emph> = 2.14) in EFL teaching, compared to <emph>anxiety</emph> (<emph>M </emph>= 2.30) and <emph>enjoyment</emph> (<emph>M </emph>= 1.96) in mathematics teaching.</p> <hd id="AN0177963933-17">3.2. Correlation analyses</hd> <p>Table 1 presents Pearson's <emph>r</emph> product-moment correlations among the scales for both the EFL and mathematics students. The most important variable for students' experiences of peer feedback practices was awareness raising of learning goals for both subjects. However, awareness raising of learning goals was even more important in mathematics (<emph>r</emph> =.44, <emph>p</emph> <.01) compared to EFL (<emph>r</emph> =.31, <emph>p</emph> <.01). The strongest positive correlation was between self-efficacy and enjoyment for both EFL (<emph>r</emph> =.54, <emph>p</emph> <.01) and mathematics (<emph>r</emph> =.53, <emph>p</emph> <.01). The positive association between self-efficacy and enjoyment suggested that students experienced more enjoyment when they also felt confident about own skills in the subjects. Although lack of anxiety was positively correlated with self-efficacy and enjoyment in both data sets, there was no significant correlation between lack of anxiety and peer feedback practices.</p> <p>Table 1. Pearson's <emph>r</emph> correlations among scales for EFL and mathematics.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Scale</td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td><td>6</td></tr></thead><tbody><tr><td>1. Peer feedback practices</td><td char=".">–</td><td char=".">.31**</td><td char=".">.23**</td><td char=".">.11**</td><td char=".">−.01</td><td char=".">.26**</td></tr><tr><td>2. Awareness raising of learning goals</td><td char=".">.44**</td><td char=".">–</td><td char=".">.31**</td><td char=".">.51**</td><td char=".">.37**</td><td char=".">.42**</td></tr><tr><td>3. Self-monitoring</td><td char=".">.35**</td><td char=".">.41**</td><td char=".">–</td><td char=".">.38**</td><td char=".">.02</td><td char=".">.37**</td></tr><tr><td>4. Self-efficacy</td><td char=".">.19**</td><td char=".">.53**</td><td char=".">.38**</td><td char=".">–</td><td char=".">.49**</td><td char=".">.53**</td></tr><tr><td>5. Lack of anxiety</td><td char=".">−.04</td><td char=".">.31**</td><td char=".">−.01</td><td char=".">.52**</td><td char=".">–</td><td char=".">.34**</td></tr><tr><td>6. Enjoyment</td><td char=".">.35**</td><td char=".">.51**</td><td char=".">.44**</td><td char=".">.54**</td><td char=".">.28**</td><td char=".">–</td></tr></tbody></table> </ephtml> </p> <p>1 Note. <emph>n</emph> = 1,137 EFL students (below the diagonal line) and 1,695 mathematics students (above the diagonal line).</p> <p>2 **<emph>p</emph> <.01. (two-tailed).</p> <hd id="AN0177963933-18">3.3. Multiple regression analyses</hd> <p>Multiple regression analyses for both samples were performed to examine <emph>peer feedback practices</emph> as correlated students' perceptions of five independent variables (See Table 2). For the EFL students, a significant regression equation with an <emph>R</emph><sups>2</sups> of.27 was found (<emph>F</emph><subs>5,1131</subs> = 83.88, <emph>p </emph><.001). All the independent variables were positively and significantly associated with peer feedback practices. <emph>Lack of anxiety</emph> had a slightly negative correlation, which corresponded with the results from the correlation analyses. However, <emph>self-efficacy</emph> had a slightly negative association which contrasted the correlation analyses. The model showed that <emph>awareness raising of learning goals</emph> (β =.37, <emph>p </emph><.001) had the strongest positively association with <emph>peer feedback practices</emph>.</p> <p>Table 2. Multiple regression analyses with peer feedback practices as the dependent variable.</p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Scale</td><td><italic>B</italic></td><td><italic>SE</italic></td><td>β</td><td><italic>t</italic></td><td><italic>p</italic></td></tr></thead><tbody><tr><td>1. Awareness raising of learning goals (EFL)</td><td char=".">.36</td><td char=".">.03</td><td char=".">.37</td><td char=".">11.55</td><td char=".">.000</td></tr><tr><td>2. Self-monitoring (EFL)</td><td char=".">.15</td><td char=".">.03</td><td char=".">.15</td><td char=".">4.80</td><td char=".">.000</td></tr><tr><td>3. Self-efficacy (EFL)</td><td char=".">−.08</td><td char=".">.04</td><td char=".">−.08</td><td char=".">−2.09</td><td char=".">.036</td></tr><tr><td>4. Lack of anxiety (EFL)</td><td char=".">−1.41</td><td char=".">.03</td><td char=".">−.16</td><td char=".">−5.25</td><td char=".">.000</td></tr><tr><td>5. Enjoyment (EFL)</td><td char=".">.16</td><td char=".">.03</td><td char=".">.19</td><td char=".">5.62</td><td char=".">.000</td></tr><tr><td>1. Awareness raising of learning goals (mathematics)</td><td char=".">.29</td><td char=".">.04</td><td char=".">.28</td><td char=".">8.10</td><td char=".">.000</td></tr><tr><td>2. Self-monitoring (mathematics)</td><td char=".">.11</td><td char=".">.03</td><td char=".">.10</td><td char=".">3.15</td><td char=".">.002</td></tr><tr><td>3. Self-efficacy (mathematics)</td><td char=".">−.08</td><td char=".">.04</td><td char=".">−.08</td><td char=".">−2.07</td><td char=".">.038</td></tr><tr><td>4. Lack of anxiety (mathematics)</td><td char=".">−.11</td><td char=".">.03</td><td char=".">−.14</td><td char=".">−.4.13</td><td char=".">.000</td></tr><tr><td>5. Enjoyment (mathematics)</td><td char=".">.16</td><td char=".">.03</td><td char=".">.19</td><td char=".">5.47</td><td char=".">.000</td></tr></tbody></table> </ephtml> </p> <p>3 Note. <emph>n</emph> = 1,137 EFL students and 1,695 mathematics students. <emph>B</emph> = unstandardised beta; <emph>SE B</emph> = standard error for unstandardised beta; β = standardised beta; <emph>t</emph> = t-test statistic; <emph>p</emph> = probability value.</p> <p>For the mathematics students, a significant regression equation with an <emph>R</emph><sups>2</sups> of.14 was found (<emph>F</emph><subs>5,1094</subs> = 36.88, <emph>p </emph><.001). All the independent variables were significantly associated with <emph>peer feedback practices</emph>, and similar trends were found in the results in terms of positive and negative associations. The model indicated that <emph>awareness raising of learning goals</emph> (β =.28, <emph>p </emph><.001) was the most important variable related to <emph>peer feedback practices</emph>.</p> <hd id="AN0177963933-19">4. Discussion</hd> <p>The objective of the present study was to examine students' self-reported experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics in lower secondary school. The general low mean scores for students' experiences of peer feedback practices suggested that students were rarely engaged in peer feedback activities, which could be seen as a missed opportunity considering the explicit focus on AfL in lower secondary school in Norway in the last decade. However, the low focus on peer feedback was consistent with research that has found that peer feedback has been neglected in AfL implementations (Baird et al., [<reflink idref="bib4" id="ref112">4</reflink>]; Harris et al., [<reflink idref="bib15" id="ref113">15</reflink>]). The present study also found that the students reported being to an even lesser extent involved in peer feedback practices in mathematics teaching. A low focus on peer feedback practices aligned with previous studies conducted in a secondary school setting (Hopfenbeck et al., [<reflink idref="bib17" id="ref114">17</reflink>]; Jonsson et al., [<reflink idref="bib20" id="ref115">20</reflink>]; Saliu-Abdulahi et al., [<reflink idref="bib37" id="ref116">37</reflink>]). The reported lack of opportunities of peer feedback contrasted with results from a previous study in which lower secondary teachers reported peer feedback and peer work as a preferred AfL practice in teaching EFL (Vattøy, [<reflink idref="bib44" id="ref117">44</reflink>]). The discrepancy in teacher and student experiences might suggest that what teachers refer to as peer feedback in AfL practices is not perceived as peer feedback practices by students.</p> <p>Although social and emotional variables have been associated with peer feedback practices in previous studies (Alqassab et al., [<reflink idref="bib3" id="ref118">3</reflink>]; Kasch et al., [<reflink idref="bib21" id="ref119">21</reflink>]; Mercader et al., [<reflink idref="bib26" id="ref120">26</reflink>]; van Gennip et al., [<reflink idref="bib43" id="ref121">43</reflink>]), the results from the present study add some insights from the lower secondary school setting with emphasis on teaching EFL and mathematics. Awareness raising of learning goals, self-monitoring, self-efficacy, and enjoyment was all positively and significantly correlated with students' self-reported experiences of peer feedback practices. This seemed to indicate that students might progress in their work with providing and receiving peer feedback when they also feel confident in their subject skills and are aware of how learning goals are related to the activities, along with feeling able to self-monitor. This strong self-efficacy component aligned with previous research that has found the utility of peer feedback as dependent on self-efficacy beliefs regarding competence to provide accurate peer feedback in mathematics (Alqassab et al., [<reflink idref="bib3" id="ref122">3</reflink>]).</p> <p>The importance of teachers' support in terms of making students aware of learning goals related to peer feedback practices was a prominent result from both the correlation and multiple regression analyses. This was consistent with previous research that has highlighted the benefits of peer feedback to support students' understanding and engagement with learning goals and criteria (Adachi et al., [<reflink idref="bib1" id="ref123">1</reflink>]; Panadero et al., [<reflink idref="bib30" id="ref124">30</reflink>]). However, the lack of peer feedback in this study seemed to point in the direction of previous studies that have found an absence of clear assessment criteria and goals for peer feedback practices, which has often resulted in general praise, personal "likes and dislikes", causing dilemmas for students (Gamlem & Smith, [<reflink idref="bib12" id="ref125">12</reflink>]; Harris et al., [<reflink idref="bib15" id="ref126">15</reflink>]). For the present study, students reported feeling more comfortable with the most complicated material taught by EFL teachers as compared with mathematics teachers, which emphasised the importance of scaffolding students' learning processes in mathematics by directing explicit attention to how students can operationalise and internalise learning goals and criteria. The result also seemed to align with previous research that has documented the supportive role of EFL students' use of L1 when engaging in peer feedback practices (Yu & Lee, [<reflink idref="bib50" id="ref127">50</reflink>]).</p> <p>Overall, the results from the present study seemed to signify the teachers' role in both subjects to support students' feeling of enjoyment in peer feedback practices, as enjoyment and peer feedback practices were positively and significantly correlated in both teaching EFL and mathematics. Although students reported generally feeling confident about own skills in the two subjects, students generally disagreed that they experienced the teaching as enjoyable. In previous studies, feedback in mathematics has often been recognised by students as more intended compared to language subjects (van der Kleij & Adie, [<reflink idref="bib41" id="ref128">41</reflink>]) with providing accurate feedback to students as a central aim (Alqassab et al., [<reflink idref="bib3" id="ref129">3</reflink>]). Although teaching EFL also has traditions of being more focused on corrective feedback (Ruegg, [<reflink idref="bib35" id="ref130">35</reflink>]; Saliu-Abdulahi et al., [<reflink idref="bib37" id="ref131">37</reflink>]), the tendencies might affect students' feelings of enjoyment in peer feedback settings.</p> <p>Although the mean scores for the anxiety and enjoyment variables highlighted similar trends for both subjects, students tended to report slightly higher levels of anxiety and slightly lower levels of enjoyment in mathematics as compared to teaching EFL. Whilst previous research has documented interconnections between anxiety issues and peer feedback practices (Alqassab et al., [<reflink idref="bib3" id="ref132">3</reflink>]; Topping, [<reflink idref="bib40" id="ref133">40</reflink>]; Yu, [<reflink idref="bib49" id="ref134">49</reflink>]), the results from the present study were not as unequivocal. The lack of a significant relationship between anxiety and peer feedback practices might be due to the formative nature of peer feedback practices in this study. Scaffolding students' peer feedback processes via self- and co-regulation of learning might help students to manage motivational and emotional processes, thereby reducing anxiety and fear of failure (Allal, [<reflink idref="bib2" id="ref135">2</reflink>]; Panadero et al., [<reflink idref="bib29" id="ref136">29</reflink>]).</p> <hd id="AN0177963933-20">5. Limitations and implications</hd> <p>A few limitations should be considered for the present study. The samples were not randomly selected, although the high response rates for both samples strengthened the validity of the results. To minimise the limitation of capturing all aspects of a construct with a few selected items, we used validated instruments and scales in our analyses. Further, there is an inherent gap between self-reported data and actual practices that should be acknowledged. Teachers' own self-reported experiences of peer feedback practices are valuable in relation to students' self-reports but were not explored in the present study. We have examined a selection of variables that are important for students' self-reported experiences of peer feedback practices, but there is need for more studies that examine other social and emotional variables to understand the complexity related to peer feedback practices.</p> <p>There are some important pedagogical implications related to the results of this study. The results from students' experiences indicated that lower secondary school teachers can progress their facilitation of peer feedback practices by taking into consideration the social and emotional aspects of students' learning processes. Although peer feedback has the potential for lower secondary students' learning (Harris et al., [<reflink idref="bib15" id="ref137">15</reflink>]), it might not be sufficiently effective for students' learning processes unless students' self-efficacy beliefs become acknowledged and fostered (Kasch et al., [<reflink idref="bib21" id="ref138">21</reflink>]). The present study found that students felt confident in their abilities in EFL and mathematics but experienced to a low extent being involved in peer feedback. Increased teacher awareness related to the influences of peer feedback practices might open for more constructive feedback designs (Liu & Carless, [<reflink idref="bib25" id="ref139">25</reflink>]). The present study has emphasised that students' experiences of peer feedback practices are enhanced by awareness raising of learning goals and self-monitoring. However, peer feedback practices should not be facilitated in isolation, but rather the teacher should consider how students can become socially and emotionally involved in providing and receiving peer feedback (Panadero et al., [<reflink idref="bib29" id="ref140">29</reflink>]).</p> <p>This study has identified important variables regarding students' experiences of peer feedback practices that behave differently in teaching EFL and mathematics. Students in teaching EFL might rely more on the supportive function of their L1 to reduce anxiety in peer feedback practices. In mathematics, self-efficacy beliefs have often appeared to be dependent on the accuracy of peer feedback. As such, mathematics teachers should provide students with scaffolding strategies as an integrated component of peer feedback practices. An important finding of the study was the perceived importance of enjoyment for students' experiences of peer feedback practices, considering the low reported values of perceived enjoyment in both subjects. Teachers' work with actively facilitating for student enjoyment in teaching and peer feedback practices is an important dimension that deserves further attention. The lower secondary school students in this study also seemed to find peer feedback more useful when they also were aware of learning goals. Students also appeared to benefit from their engagement with peer feedback when finding the facilitation and implementation of peer feedback practices enjoyable. As such, these results might encourage teachers to support students' social and emotional learning processes in peer feedback practices.</p> <hd id="AN0177963933-21">Acknowledgement</hd> <p>We are grateful to the RespMath project group for important work related to the development of the survey in this study.</p> <hd id="AN0177963933-22">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <hd id="AN0177963933-23">Appendix</hd> <p></p> <hd id="AN0177963933-24">Table A1. Descriptive statistics, reliability, and factor loadings for items in scales (EFL).</hd> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Scales and reliability</td><td>Items</td><td><italic>M</italic></td><td><italic>SD</italic></td><td>Skew</td><td>Kurt</td><td>Load</td></tr></thead><tbody><tr><td>Peer feedback practices (scale, α =.77)</td><td char=".">2.12</td><td char=".">.59</td><td char=".">.20</td><td>.03</td><td>-</td></tr><tr><td>PFP1: In English we the students provide comments and feedback to each other's work.</td><td char=".">2.19</td><td char=".">.75</td><td char=".">.22</td><td>−.22</td><td char=".">.59</td></tr><tr><td>PFP2: In English we spend time working with feedback together with our peers.</td><td char=".">2.03</td><td char=".">.74</td><td char=".">.39</td><td>−.04</td><td char=".">.70</td></tr><tr><td>PFP3: In English we provide feedback to each other in groups.</td><td char=".">2.08</td><td char=".">.78</td><td char=".">.42</td><td>−.12</td><td char=".">.77</td></tr><tr><td>PFP4: In English we help each other by working with feedback we receive from the teacher.</td><td char=".">2.19</td><td char=".">.79</td><td char=".">.25</td><td>−.39</td><td char=".">.66</td></tr><tr><td>Awareness raising of learning goals (scale; α =.83)</td><td char=".">2.88</td><td char=".">.61</td><td>−.40</td><td>.57</td><td>–</td></tr><tr><td>ALG1: The teachers explain clearly what I should learn in English.</td><td char=".">2.92</td><td char=".">.75</td><td>−.34</td><td>−.16</td><td char=".">.74</td></tr><tr><td>ALG2: I receive enough help to understand what I need to learn in English.</td><td char=".">2.94</td><td char=".">.76</td><td>−.47</td><td>.08</td><td char=".">.81</td></tr><tr><td>ALG3: The teachers help me set learning goals in English.</td><td char=".">2.67</td><td char=".">.78</td><td>−.18</td><td>−.34</td><td char=".">.69</td></tr><tr><td>ALG4: I most often understand what the learning goals in English are.</td><td char=".">2.99</td><td char=".">.71</td><td>−.51</td><td>.45</td><td char=".">.68</td></tr><tr><td>Self-monitoring (scale; α =.74)</td><td char=".">2.74</td><td char=".">.58</td><td>−.26</td><td>.45</td><td>–</td></tr><tr><td>SM1: When there is something I do not understand in English, I try to find information that could make it clearer.</td><td char=".">3.08</td><td char=".">.73</td><td>−.61</td><td>.45</td><td char=".">.64</td></tr><tr><td>SM2: When I work with English, I force myself to check if I remember what I have learned.</td><td char=".">2.48</td><td char=".">.79</td><td char=".">.19</td><td>−.41</td><td char=".">.65</td></tr><tr><td>SM3: When I work with English, I often stop to check if what I have done is correct.</td><td char=".">2.76</td><td char=".">.77</td><td>−.25</td><td>−.23</td><td char=".">.65</td></tr><tr><td>SM4: When I work with English, I practise by repeating the material to myself again and again.</td><td char=".">2.65</td><td char=".">.81</td><td>−.15</td><td>−.46</td><td char=".">.56</td></tr><tr><td>Self-efficacy (scale; α =.89)</td><td char=".">3.15</td><td char=".">.58</td><td>−.59</td><td>.50</td><td>–</td></tr><tr><td>SE1: I am confident that I understand the most complicated material taught by the English teacher.</td><td char=".">3.06</td><td char=".">.80</td><td>−.55</td><td>−.22</td><td char=".">.70</td></tr><tr><td>SE2: If I decide to get good marks in English, I can achieve them.</td><td char=".">3.22</td><td char=".">.71</td><td>−.64</td><td>.19</td><td char=".">.74</td></tr><tr><td>SE3: If I want to learn something in depth in English, I can do it.</td><td char=".">3.16</td><td char=".">.68</td><td>−.48</td><td>.16</td><td char=".">.78</td></tr><tr><td>SE4: When I decide to manage something really difficult in English, I can do it.</td><td char=".">3.04</td><td char=".">.72</td><td>−.52</td><td>.30</td><td char=".">.79</td></tr><tr><td>SE5: I am confident that I can do a good job on tasks and tests in English.</td><td char=".">3.07</td><td char=".">.74</td><td>−.50</td><td>.00</td><td char=".">.81</td></tr><tr><td>SE6: If I decide to achieve tasks in English, I can do it.</td><td char=".">3.32</td><td char=".">.66</td><td>−.73</td><td>.54</td><td char=".">.69</td></tr><tr><td>Anxiety (scale, α =.85)</td><td char=".">2.17</td><td char=".">.68</td><td char=".">.27</td><td>.34</td><td>-</td></tr><tr><td>A1: When I think about the teaching in English, I get nervous.</td><td char=".">2.03</td><td char=".">.87</td><td char=".">.60</td><td>−.24</td><td char=".">.66</td></tr><tr><td>A2: I get worried in English if the material is too difficult for me.</td><td char=".">2.35</td><td char=".">.85</td><td char=".">.11</td><td>−.61</td><td char=".">.70</td></tr><tr><td>A3: I'm so scared of the assignments in English that I would rather not start doing them.</td><td char=".">1.79</td><td char=".">.82</td><td char=".">.87</td><td>.20</td><td char=".">.72</td></tr><tr><td>A4: When taking the English test, I worry I will get a bad grade.</td><td char=".">2.59</td><td char=".">1.00</td><td>−.12</td><td>−1.03</td><td char=".">.69</td></tr><tr><td>A5: Even before I take the English test, I worry I could fail.</td><td char=".">2.09</td><td char=".">1.01</td><td char=".">.51</td><td>−.86</td><td char=".">.71</td></tr><tr><td>A6: I worry whether I will ever be able to completely understand the material in English.</td><td char=".">2.14</td><td char=".">.84</td><td char=".">.36</td><td>−.43</td><td char=".">.72</td></tr><tr><td>Enjoyment (scale; α =.88)</td><td char=".">2.14</td><td char=".">.67</td><td char=".">.33</td><td>−.21</td><td>–</td></tr><tr><td>E1: I look forward to English teaching.</td><td char=".">2.38</td><td char=".">.86</td><td char=".">.14</td><td>−.59</td><td char=".">.80</td></tr><tr><td>E2: I enjoy English teaching.</td><td char=".">2.71</td><td char=".">.76</td><td>−.38</td><td>−.06</td><td char=".">.79</td></tr><tr><td>E3: I enjoy taking tests in English.</td><td char=".">1.95</td><td char=".">.89</td><td char=".">.57</td><td>−.56</td><td char=".">.69</td></tr><tr><td>E4: I enjoy doing my English homework so much that I am motivated to do extra assignments.</td><td char=".">1.72</td><td char=".">.78</td><td char=".">1.02</td><td>.80</td><td char=".">.64</td></tr><tr><td>E5: When doing my English homework, I am in a good mood.</td><td char=".">1.93</td><td char=".">.80</td><td char=".">.51</td><td>−.37</td><td char=".">.76</td></tr><tr><td>E6: The material we deal with in English is so exciting that I really enjoy my class.</td><td char=".">2.19</td><td char=".">.83</td><td char=".">.28</td><td>−.47</td><td char=".">.73</td></tr></tbody></table> </ephtml> </p> <p>4 <emph>Note. n</emph> = 1,137 students. <emph>M</emph> = mean; <emph>SD</emph> = standard deviation; skew = skewness; kurt = kurtosis; load = factor loadings; α = Cronbach's alpha. A high mean indicates a high level of agreement (1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree).</p> <hd id="AN0177963933-25">Table A2. Descriptive statistics, reliability, and factor loadings for items in scales (mathe...</hd> <p></p> <p> <ephtml> <table><thead valign="bottom"><tr><td>Scales and reliability</td><td>Items</td><td><italic>M</italic></td><td><italic>SD</italic></td><td>Skew</td><td>Kurt</td><td>Mis</td><td>Load</td></tr></thead><tbody><tr><td>Peer feedback practices (α =.76)</td><td char=".">1.95</td><td char=".">.55</td><td>.14</td><td>−.17</td><td char=".">9.10</td><td>-</td></tr><tr><td>PFP1: In mathematics we the students provide comments and feedback to each other's work.</td><td char=".">1.99</td><td char=".">.73</td><td>.42</td><td>−.01</td><td char=".">2.80</td><td char=".">.59</td></tr><tr><td>PFP2: In mathematics we spend time working with feedback together with our peers.</td><td char=".">1.87</td><td char=".">.70</td><td>.41</td><td>−.12</td><td char=".">3.20</td><td char=".">.68</td></tr><tr><td>PFP3: In mathematics we provide feedback to each other in groups.</td><td char=".">1.83</td><td char=".">.71</td><td>.53</td><td>−.04</td><td char=".">2.90</td><td char=".">.76</td></tr><tr><td>PFP4: In mathematics we help each other by working with feedback we receive from the teacher.</td><td char=".">2.13</td><td char=".">.76</td><td>.19</td><td>−.41</td><td char=".">3.90</td><td char=".">.63</td></tr><tr><td>Awareness raising of learning goals (α =.76)</td><td char=".">2.96</td><td char=".">.53</td><td>−.34</td><td>.38</td><td char=".">10.00</td><td>-</td></tr><tr><td>ALG1: The teachers explain clearly what I should learn in mathematics.</td><td char=".">3.00</td><td char=".">.71</td><td>−.39</td><td>.14</td><td char=".">3.70</td><td char=".">.79</td></tr><tr><td>ALG2: I receive enough help to understand what I need to learn in mathematics.</td><td char=".">3.06</td><td char=".">.69</td><td>−.49</td><td>.43</td><td char=".">3.50</td><td char=".">.76</td></tr><tr><td>ALG3: The teachers help me set learning goals in mathematics.</td><td char=".">2.72</td><td char=".">.70</td><td>−.28</td><td>.09</td><td char=".">4.20</td><td char=".">.57</td></tr><tr><td>ALG4: I most often understand what the learning goals in mathematics are.</td><td char=".">3.01</td><td char=".">.66</td><td>−.44</td><td>.06</td><td char=".">2.80</td><td char=".">.52</td></tr><tr><td>Self-monitoring (α =.66)</td><td char=".">2.84</td><td char=".">.53</td><td>−.36</td><td>.55</td><td char=".">9.60</td><td>-</td></tr><tr><td>SM1: When there is something I do not understand in mathematics, I try to find information that could make it clearer.</td><td char=".">3.13</td><td char=".">.69</td><td>−.56</td><td>.54</td><td char=".">2.30</td><td char=".">.51</td></tr><tr><td>SM2: When I work with mathematics, I force myself to check if I remember what I have learned.</td><td char=".">2.56</td><td char=".">.78</td><td>−.17</td><td>.99</td><td char=".">3.80</td><td char=".">.62</td></tr><tr><td>SM3: When I work with mathematics, I often stop to check if what I have done is correct.</td><td char=".">3.01</td><td char=".">.76</td><td>−.44</td><td>−.11</td><td char=".">3.10</td><td char=".">.50</td></tr><tr><td>SM4: When I work with mathematics, I practise by repeating the material to myself again and again.</td><td char=".">2.62</td><td char=".">.79</td><td>−.13</td><td>−.37</td><td char=".">3.40</td><td char=".">.64</td></tr><tr><td>Self-efficacy (α =.88)</td><td char=".">3.04</td><td char=".">.57</td><td>−.49</td><td>.38</td><td char=".">12.10</td><td>-</td></tr><tr><td>SE1: I am confident that I understand the most complicated material taught by the mathematics teacher.</td><td char=".">2.78</td><td char=".">.77</td><td>−.28</td><td>−.22</td><td char=".">2.40</td><td char=".">.69</td></tr><tr><td>SE2: If I decide to get good marks in mathematics, I can achieve them.</td><td char=".">3.20</td><td char=".">.69</td><td>−.52</td><td>.08</td><td char=".">2.10</td><td char=".">.76</td></tr><tr><td>SE3: If I want to learn something in depth in mathematics, I can do it.</td><td char=".">3.10</td><td char=".">.67</td><td>−.39</td><td>.21</td><td char=".">3.10</td><td char=".">.76</td></tr><tr><td>SE4: When I decide to manage something really difficult in mathematics, I can do it.</td><td char=".">2.96</td><td char=".">.73</td><td>−.41</td><td>.08</td><td char=".">3.20</td><td char=".">.77</td></tr><tr><td>SE5: I am confident that I can do a good job on tasks and tests in mathematics.</td><td char=".">2.99</td><td char=".">.72</td><td>−.37</td><td>.01</td><td char=".">3.00</td><td char=".">.78</td></tr><tr><td>SE6: If I decide to achieve tasks in mathematics, I can do it.</td><td char=".">3.16</td><td char=".">.73</td><td>−.63</td><td>.26</td><td char=".">3.50</td><td char=".">.71</td></tr><tr><td>Anxiety (α =.85)</td><td char=".">2.30</td><td char=".">.69</td><td>.20</td><td>−.41</td><td char=".">12.60</td><td>-</td></tr><tr><td>A1: When I think about the teaching in mathematics, I get nervous.</td><td char=".">2.04</td><td char=".">.82</td><td>.56</td><td>−.08</td><td char=".">2.70</td><td char=".">.70</td></tr><tr><td>A2: I get worried in mathematics if the content is too difficult for me.</td><td char=".">2.60</td><td char=".">.87</td><td>−.12</td><td>−.66</td><td char=".">3.20</td><td char=".">.70</td></tr><tr><td>A3: I'm so afraid of the tasks in mathematics that I would rather not start doing them.</td><td char=".">1.75</td><td char=".">.82</td><td>.96</td><td>−.82</td><td char=".">2.90</td><td char=".">.67</td></tr><tr><td>A4: When I have a test in mathematics, I am worried that I will get a bad mark.</td><td char=".">2.86</td><td char=".">.99</td><td>−.47</td><td>−.82</td><td char=".">3.10</td><td char=".">.69</td></tr><tr><td>A5: Before I start a mathematics test, I am worried that I might fail.</td><td char=".">2.31</td><td char=".">1.07</td><td>.27</td><td>−1.17</td><td char=".">3.50</td><td char=".">.75</td></tr><tr><td>A6: I am worried about whether I will understand the tasks in mathematics.</td><td char=".">2.32</td><td char=".">.86</td><td>.21</td><td>−.57</td><td char=".">4.50</td><td char=".">.74</td></tr><tr><td>Enjoyment (α =.90)</td><td char=".">1.96</td><td char=".">.68</td><td>.40</td><td>−.45</td><td char=".">16.2</td><td>-</td></tr><tr><td>E1: I look forward to mathematics teaching.</td><td char=".">2.16</td><td char=".">.86</td><td>.29</td><td>−.63</td><td char=".">4.80</td><td char=".">.83</td></tr><tr><td>E2: I enjoy mathematics teaching.</td><td char=".">2.44</td><td char=".">.93</td><td>−.06</td><td>−.91</td><td char=".">5.20</td><td char=".">.84</td></tr><tr><td>E3: I enjoy taking tests in mathematics.</td><td char=".">1.84</td><td char=".">.86</td><td>.71</td><td>−.36</td><td char=".">3.80</td><td char=".">.70</td></tr><tr><td>E4: I enjoy doing my mathematics homework so much that I am motivated to do extra assignments.</td><td char=".">1.64</td><td char=".">.72</td><td>1.00</td><td>.78</td><td char=".">3.50</td><td char=".">.68</td></tr><tr><td>E5: When doing my mathematics homework, I am in a good mood.</td><td char=".">1.77</td><td char=".">.75</td><td>.71</td><td>.08</td><td char=".">4.40</td><td char=".">.79</td></tr><tr><td>E6: The material we deal with in mathematics is so exciting that I really enjoy my class.</td><td char=".">1.77</td><td char=".">.79</td><td>.41</td><td>−.38</td><td char=".">5.30</td><td char=".">.80</td></tr></tbody></table> </ephtml> </p> <p>5 <emph>Note. n</emph> = 1,695 students. <emph>M</emph> = mean; <emph>SD</emph> = standard deviation; skew = skewness; kurt = kurtosis; mis = missing percent; load = factor loadings; α = Cronbach's alpha. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Students' Experiences of Peer Feedback Practices as Related to Awareness Raising of Learning Goals, Self-Monitoring, Self-Efficacy, Anxiety, and Enjoyment in Teaching EFL and Mathematics
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kim-Daniel+Vattøy%22">Kim-Daniel Vattøy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7649-9061">0000-0001-7649-9061</externalLink>)<br /><searchLink fieldCode="AR" term="%22Siv+M%2E+Gamlem%22">Siv M. Gamlem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6523-0486">0000-0002-6523-0486</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Scandinavian+Journal+of+Educational+Research%22"><i>Scandinavian Journal of Educational Research</i></searchLink>. 2024 68(5):904-918.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00313831.2023.2192772
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0031-3831<br />1470-1170
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined students' experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching English as a foreign language (EFL) and mathematics. Data consisted of student surveys from two data sets related to teaching in lower secondary school (n = 2,832). Students (13-15 years old) in both subjects reported being to a low extent involved in peer feedback practices, but to a lesser extent in mathematics. Awareness raising of learning goals was the most important variable for students' experiences of peer feedback practices, and even more important for students in mathematics teaching. Self-monitoring, self-efficacy, and enjoyment were positively associated with peer feedback practices. Enjoyment was positively associated with peer feedback practices, but a neglected dimension of teaching in the two subjects. Although students reported low degrees of anxiety, students also reported low levels of enjoyment in both subjects.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1428508
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1428508
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00313831.2023.2192772
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 904
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Norway
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    Titles:
      – TitleFull: Students' Experiences of Peer Feedback Practices as Related to Awareness Raising of Learning Goals, Self-Monitoring, Self-Efficacy, Anxiety, and Enjoyment in Teaching EFL and Mathematics
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            NameFull: Kim-Daniel Vattøy
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            NameFull: Siv M. Gamlem
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            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0031-3831
            – Type: issn-electronic
              Value: 1470-1170
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              Value: 68
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            – TitleFull: Scandinavian Journal of Educational Research
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