Struminski, Carolin (2026) Student’s Perceived Influence of Peer Feedback on Self-reported Writing Anxiety and Self-Efficacy in Higher Education. A mixed-methods study among undergraduate biology students. Research Project in Science Education, Science Education and Communication.
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s5002745StruminsiStudents-Perceived-Influence-of-Peer-Feedback-on-Self-reported-Writing-Anxiety-and-Self-Efficacy-in-Higher-Education.-A-mixed-methods-study-among-undergraduate-biology-students---.pdf Download (810kB) | Preview |
Abstract
Scientific writing remains a challenge for many students in higher education. Besides technical writing difficulties, students may experience challenges related to psychological factors, such as writing anxiety and writing self-efficacy, which can affect their writing processes and performance. Peer feedback is a widely adopted instructional strategy in academic writing due to its reported benefits for students’ writing development and its potential influence on writing anxiety and writing self-efficacy. Therefore, this study aimed to investigate students’ perceived influence of peer feedback on their self-reported writing anxiety and writing self-efficacy during their thesis-writing process. A mixed-methods approach was used, involving 26 undergraduate biology students who participated in structured peer feedback sessions during the thesis-writing process.The qualitative findings revealed that students predominantly experienced peer feedback as a supportive element of the scientific writing process. Most of these experiences could be interpreted as indicating a perceived positive influence on writing anxiety and writing self-efficacy, whereas some could be interpreted as indicating a perceived negative influence on both constructs. Quantitative analyses showed that students with more positive perceptions of the influence of peer feedback reported significantly higher levels of writing self-efficacy, whereas no significant differences were found in writing anxiety.
| Item Type: | Thesis (Research Project in Science Education) |
|---|---|
| Supervisor name: | Graaf, F.H.C.E. van der and Konstantinidis, A. |
| Degree programme: | Science Education and Communication |
| Thesis type: | Research Project in Science Education |
| Language: | English |
| Date Deposited: | 05 Aug 2026 06:46 |
| Last Modified: | 05 Aug 2026 06:46 |
| URI: | https://fse.studenttheses.ub.rug.nl/id/eprint/37482 |
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