Accept, elaborate, modify, or no uptake?: Which peer feedback features matter?

Despite the recognized importance of acting on peer feedback to support learning, there has been limited research on how students take up received feedback. This research explored how feedback features ( cognitive, affective , and metacognitive features ) differentially predict various types of students' feedback uptake behaviors ( accept, elaborate, modify, and no feedback uptake ). Seventy-four graduate students from a Dutch university participated in this study, providing a total of 476 implementable peer feedback comments focusing on high-level comments. These comments were coded using two coding schemes: (1) feedback features and (2) peer feedback uptake. Analysis revealed patterns in both feedback features and uptake behaviors. Two-level binary logistic regression analyses, controlling for first-draft quality, explored the predictive relationships of feedback features on uptake behaviors. When providing peer feedback, students included more cognitive features (i.e., identifications, explanations, suggestions) and more affective features (i.e., mitigating praise). Students were much more likely to elaborate on feedback or show no uptake. Only cognitive features were significant predictors of uptake behaviors. This study extends the types of feedback uptake behaviors previously considered and provides critical insights into different reactions to feedback, in terms of which reactions are common and what kind of feedback supports those reactions. These expansions are central to developing unified accounts of learning from peer feedback across contexts.