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The role of peer observation and peer feedback in the promotion of self-regulated learning: an integrative review
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Orientador(es)
Resumo(s)
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.
Descrição
Palavras-chave
Collaboration Autonomy Peer observation Peer feedback Self-regulated learning
Contexto Educativo
Citação
Santos, A. C., Torres, A. C., Nobre, A., & Mouraz, A. (2025). The role of peer observation and peer feedback in the promotion of self-regulated learning: An integrative review. International Journal of School & Educational Psychology, 13(4), 307-326. https://doi.org/10.1080/21683603.2025.2567885
Editora
International Journal of School & Educational Psychology