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The role of peer observation and peer feedback in the promotion of self-regulated learning: an integrative review

2025-10-08Artigo científico Acesso aberto
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datacite.subject.fosCiências Sociais
datacite.subject.sdg04:Educação de Qualidade
dc.contributor.authorSantos, Anabela Caetano
dc.contributor.authorTorres, Ana Cristina
dc.contributor.authorNobre, Ana
dc.contributor.authorMouraz, Ana
dc.date.accessioned2026-01-13T10:34:42Z
dc.date.available2026-01-13T10:34:42Z
dc.date.issued2025-10-08
dc.description.abstractSelf-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.eng
dc.description.sponsorshipProjeto WAY - Quem te viu e quem te vê - 2022.01025.PTDC - Fundação para a Ciència e Tecnologia
dc.identifier.citationSantos, 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
dc.identifier.doi10.1080/21683603.2025.2567885
dc.identifier.eissn2168-3611
dc.identifier.issn2168-3603
dc.identifier.urihttp://hdl.handle.net/10400.2/20772
dc.language.isoeng
dc.peerreviewedyes
dc.publisherInternational Journal of School & Educational Psychology
dc.relation.hasversionhttps://www.tandfonline.com/doi/epdf/10.1080/21683603.2025.2567885?needAccess=true
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subjectCollaboration
dc.subjectAutonomy
dc.subjectPeer observation
dc.subjectPeer feedback
dc.subjectSelf-regulated learning
dc.titleThe role of peer observation and peer feedback in the promotion of self-regulated learning: an integrative revieweng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage326
oaire.citation.issue4
oaire.citation.startPage307
oaire.citation.titleInternational Journal of School & Educational Psychology
oaire.citation.volume13
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameNobre
person.familyNameMouraz
person.givenNameAna
person.givenNameAna
person.identifierK-5236-2014
person.identifier.ciencia-idD615-97B1-12BD
person.identifier.ciencia-id451A-5847-2060
person.identifier.orcid0000-0002-9902-1850
person.identifier.orcid0000-0001-7960-5923
person.identifier.scopus-author-idID 55213861200
relation.isAuthorOfPublicationb32570c5-368f-4257-a73b-c49acf289869
relation.isAuthorOfPublication7d4ef2e7-55d8-453a-8d57-b0ae7ed9a750
relation.isAuthorOfPublication.latestForDiscoveryb32570c5-368f-4257-a73b-c49acf289869

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