A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation

Abstract Providing and receiving feedback requires a certain openness in individuals which is referred to as orientation. Although this also required peer-feedback processes personal factors that influence student’s (i.e. orientation) are less researched. Inspired by orientation studies workplace setting we investigated students’ As part of an exploratory sequential mixed methods research design, qualitative data on influencing was collected. Semi-structured interviews with students, teachers researchers (N = 13) revealed broad range their Thematic analyses the showed most prominent were related perceived usefulness providing peer-feedback, social bond between fairness skills. The importance existing dimensions (utility, accountability, awareness self-efficacy) (Linderbaum Levy, Journal Management 36:1372–1405, 2010) confirmed higher education setting. Interestingly, different interpretations found should lead development scale for education.