Understanding peer feedback uptake: The role of perceived peer feedback literacy and situational factors

Background Although the significance of responding to peer feedback for enhancing learning is well-established, research on the prediction of perceived peer feedback literacy and situational factors on students' uptake behaviors remains limited. Aim This study aims to explore how perceived Peer Feedback Literacy (PFL) and perceived situational factors (i.e., perceived essay quality, understanding of received feedback, and agreement with received feedback) predict different types of peer feedback uptake behaviors (i.e., accepting, elaborating, modifying, and no uptake) in argumentative essay writing. Sample 127 graduate students from a Dutch university. Methods We conducted two-level binomial logistic regression models to analyze the prediction of perceived PFL (action-oriented aspects: eliciting, processing, and enacting; and attitudinal aspects: appreciation of peer feedback, and readiness to engage) and three perceived situational factors on four types of uptake behaviors. Results Two of the action-oriented aspects of perceived PFL (processing and enacting) predicted the modifying peer feedback uptake behaviors. Attitudinal aspects of perceived PFL did not predict any uptake behaviors. By contrast, the three perceived situational factors each showed a significant predictive relationship with all uptake behaviors. Conclusion This study extends our understanding of how perceived PFL and perceived situational factors are associated with specific feedback uptake behaviors and provides practical implications for designing peer feedback activities and developing students' perceived PFL in higher education.