The role of peer observation and peer feedback in the promotion of self-regulated learning: An integrative review.
Self-regulated learning (SRL) involves the cognitive, metacognitive, emotional, and behavioral dimensions of knowledge acquisition and predicts academic achievement. This process can be enhanced through collaboration, particularly peer observation and feedback. Despite extensive research on SRL, the...
| Publicado en: | International Journal of School & Educational Psychology Vol. 13; no. 4; pp. 307 - 327 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Oct-Dec2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=188763295&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 188763295 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 21683603 FKR7 jtl: International Journal of School & Educational Psychology issn: 21683603 maglogo: Y pubinfo: dt: Oct-Dec2025 vid: 13 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 188763295 10.1080/21683603.2025.2567885 ppf: 307 ppct: 20 formats: tig: atl: The role of peer observation and peer feedback in the promotion of self-regulated learning: An integrative review. aug: au: Santos, Anabela Caetano Torres, Ana Cristina Nobre, Ana Mouraz, Ana affil: Laboratório de Educação a Distância e E-Learning (LE@D), Universidade Aberta, Lisboa, Portugal Instituto Universitário de Lisboa (Iscte-IUL), CIS-Iscte, Lisboa, Portugal Centro de Investigação e Intervenção Educativas (CIIE), Universidade do Porto, Porto, Portugal su: Secondary education Cooperation Academic achievement Education policy Self-regulated learning Developmental programs Peer review of students sug: subj: Secondary education Cooperation Academic achievement Education policy Other provincial and territorial public administration Administration of Education Programs Other local, municipal and regional public administration Elementary and Secondary Schools Self-regulated learning Developmental programs Peer review of students keyword: autonomy Collaboration peer feedback peer observation self-regulated learning autonomy Collaboration peer feedback peer observation self-regulated learning ab: Self-regulated learning (SRL) involves the cognitive, metacognitive, emotional, and behavioral dimensions of knowledge acquisition and predicts academic achievement. This process can be enhanced through collaboration, particularly peer observation and feedback. Despite extensive research on SRL, the impact of peer observation and feedback in secondary education has been underexplored. This review aims to map the existing literature and analyze factors affecting SRL development through peer observation and feedback in secondary education, employing a systematic search adhering to PRISMA guidelines. Eighteen studies from seven databases, published between 2012 and 2023, were selected, involving 1,132 students aged 13 to 18 across various fields (e.g. mathematics, sciences, languages, arts). Most studies focused on upper secondary school (66.7%). Results indicate that peer observation and feedback have a positive impact on SRL. Collaborative activities were common, with some using inquiry-based, constructivist, or reflective learning strategies. Most studies explicitly described peer feedback, while peer observation was often implicit. Effective SRL promotion requires systematic, intentional collaboration led by motivated teachers. High subject-related confidence, academic engagement, and strong social and emotional skills, such as self-awareness and communication, further support SRL. This review highlights the importance of integrating structured peer observation and feedback into educational policies to optimize lifelong learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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