國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Examination of the Self-Efficacy Experiences of Online Graduate Student Peer Assessors./
Author:	Moore, Ashely Renee.
Description:	1 online resource (240 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Instructional design. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (240 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382599007Subjects--Topical Terms:

1148462
Instructional design.
Subjects--Index Terms:

Writing confidenceIndex Terms--Genre/Form:

554714
Electronic books.

An Examination of the Self-Efficacy Experiences of Online Graduate Student Peer Assessors.
LDR:03311ntm a22004097 4500 001 1144976
005 20240617111732.5
006 m o d
007 cr mn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382599007
035 $a (MiAaPQ)AAI30993402
035 $a AAI30993402
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Moore, Ashely Renee. $3 1470171
245 1 3 $a An Examination of the Self-Efficacy Experiences of Online Graduate Student Peer Assessors.
264 0 $c 2024
300 $a 1 online resource (240 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisor: Hastings, Nancy B.
502 $a Thesis (Ed.D.)--The University of West Florida, 2024.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Instructional design. $3 1148462
650 4 $a Higher education. $3 1148448
650 4 $a Art education. $3 1179362
653 $a Writing confidence
653 $a Online graduate students
653 $a Peer assessment
653 $a Post graduate
653 $a Self-efficacy
653 $a Student assessors
655 7 $a Electronic books. $2 local $3 554714
690 $a 0447
690 $a 0745
690 $a 0273
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of West Florida. $b School of Education. $3 1465061
773 0 $t Dissertations Abstracts International $g 85-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30993402 $z click for full text (PQDT)