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An Examination of the Self-Efficacy ...

Moore, Ashely Renee.

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An Examination of the Self-Efficacy Experiences of Online Graduate Student Peer Assessors.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Examination of the Self-Efficacy Experiences of Online Graduate Student Peer Assessors./
Author:	Moore, Ashely Renee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	240 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Instructional design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30993402
ISBN:	9798382599007

An Examination of the Self-Efficacy Experiences of Online Graduate Student Peer Assessors.
Moore, Ashely Renee.

An Examination of the Self-Efficacy Experiences of Online Graduate Student Peer Assessors. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 240 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--The University of West Florida, 2024.

This item must not be sold to any third party vendors.

Many student assessors experience low self-efficacy in giving feedback through peer assessment. The purpose of this qualitative interpretative phenomenological study was to examine the self-efficacy experiences of online graduate student assessors who supplied feedback through peer assessment in an online Master of Arts (MA) in Art and Design program at a university in the southeastern United States. Eight online graduate student assessors shared their self-efficacy experiences about supplying feedback through peer assessment during semistructured one-on-one interviews. The interview questions were based on Bandura's (1986, 1993, 1994) self-efficacy theory, which is the personal judgment of one's ability to achieve a task. The interview questions examined online graduate student assessors' mastery experiences, vicarious experiences, social persuasion experiences, and affective state experiences to give feedback through peer assessment. The data revealed themes of enactive peer feedback learning, writing confidence, peer collaborations, self-fulfillment, and peer feedback guidelines. This study's conclusions included the following:1. Online graduate student assessors are willing to learn to give feedback through peer assessment and persist through challenging experiences to evaluate their peers' artwork. 2. Online graduate student assessors function as peer supporters.3. Online graduate student assessors have empathy for their peers' feelings.4. The emergent themes from this study may strengthen online graduate student assessors' self-efficacy to give feedback through peer assessment.Future researchers may want to consider interviewing 12 to 20 participants to explore future topics about online graduate students' self-efficacy experiences with giving feedback through peer assessment in other academic subjects such as English, math, and science.

ISBN: 9798382599007Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Writing confidence

An Examination of the Self-Efficacy Experiences of Online Graduate Student Peer Assessors.
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520 $a Many student assessors experience low self-efficacy in giving feedback through peer assessment. The purpose of this qualitative interpretative phenomenological study was to examine the self-efficacy experiences of online graduate student assessors who supplied feedback through peer assessment in an online Master of Arts (MA) in Art and Design program at a university in the southeastern United States. Eight online graduate student assessors shared their self-efficacy experiences about supplying feedback through peer assessment during semistructured one-on-one interviews. The interview questions were based on Bandura's (1986, 1993, 1994) self-efficacy theory, which is the personal judgment of one's ability to achieve a task. The interview questions examined online graduate student assessors' mastery experiences, vicarious experiences, social persuasion experiences, and affective state experiences to give feedback through peer assessment. The data revealed themes of enactive peer feedback learning, writing confidence, peer collaborations, self-fulfillment, and peer feedback guidelines. This study's conclusions included the following:1. Online graduate student assessors are willing to learn to give feedback through peer assessment and persist through challenging experiences to evaluate their peers' artwork. 2. Online graduate student assessors function as peer supporters.3. Online graduate student assessors have empathy for their peers' feelings.4. The emergent themes from this study may strengthen online graduate student assessors' self-efficacy to give feedback through peer assessment.Future researchers may want to consider interviewing 12 to 20 participants to explore future topics about online graduate students' self-efficacy experiences with giving feedback through peer assessment in other academic subjects such as English, math, and science.
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