| Sumario: | Background: Peer feedback is widely used to enhance learning outcomes in online or blended learning. Previous research has suggested that online peer feedback could promote self‐regulation, while the precise role of self‐regulated learning in the relationship between specific types of received peer feedback and learning outcomes remains unclear. This knowledge gap limits the effective design of online peer feedback interventions. Objectives: This study aimed to examine the effects of three types of peer feedback (affective feedback, cognitive feedback, and metacognitive feedback) on feedback receivers' learning outcomes and to explore the mediating role of self‐regulated learning in these relationships. Methods: A total of 248 undergraduate students participated in the online peer feedback activity for a blended English writing course. At the end of the course, students completed a questionnaire measuring their perceptions of the received peer feedback and their self‐regulated learning. Structural equation modelling was employed to investigate the direct and indirect effects among the variables. Results and Conclusions: Results showed that only metacognitive feedback had a significant direct effect on feedback receivers' learning outcomes, but affective feedback and cognitive feedback did not. Importantly, self‐regulated learning significantly mediated the effects of all three types of peer feedback on feedback receivers' learning outcomes. These findings highlight that not all received peer feedback is equal, and fostering self‐regulated learning is crucial for translating online peer feedback into improved learning outcomes. Lay Summary: What is currently known about this topic? ○Peer feedback is widely used to support online or blended learning.○Online peer feedback has a positive impact on learning outcomes.○Online peer feedback can promote students' self‐regulated learning.○Self‐regulation is thought to be important for online or blended learning.What does this paper add? ○Metacognitive feedback directly improves learning outcomes.○Affective feedback and cognitive feedback have no direct effect on learning outcomes.○Self‐regulated learning mediates the effects of all three types of received peer feedback.Implications for practice or policy ○Educators should prioritise and scaffold metacognitive feedback.○Instructional designers should design tasks for post‐feedback self‐regulation.○Online learning platforms should include tools to support self‐regulated learning.○Policy should support self‐regulated learning to boost online or blended learning via peer feedback.
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