What influences students' peer-feedback uptake? Relations between error tolerance, feedback tolerance, writing self-efficacy, perceived language skills and peer-feedback processing

This study investigated the extent to which uptake of peer-feedback 10th grade students (N = 160, age range 15–16) related intrapersonal factors (error tolerance, feedback and writing self-efficacy) interpersonal (feedback provider's language skills, as perceived by recipient). Two groups received similar on their performance, provided trained research-assistants. Half was led believe that a peer have stronger skills than own, whereas other half weaker own. Results showed (1) error tolerance (2) provider positively style, (3) self-efficacy did not relate uptake. These results emphasize central role errors in processing they imply importance should be overlooked when predicting or explaining