Testing the interplay among peer feedback, self-regulation, and writing performance: a cross-lagged analysis

Abstract

The present study employs a cross-lagged panel design to investigate the intricate interplay between peer feedback and self-regulation and their influences on writing performance. Data were collected through surveys and writing tests conducted twice, involving a total of 249 students studying English as a foreign language (EFL) at a university in China. The results illuminate positive correlations among self-regulation, peer feedback, and writing performance, extending across a longitudinal perspective. These findings underscore the pivotal role of self-regulation in shaping the dynamics of peer feedback, subsequently influencing writing outcomes over time. Notably, peer feedback emerges as a critical longitudinal mediator in the relationship between self-regulation and writing performance. This study distinguishes itself through its innovative approach, which integrates peer feedback and self-regulation in the realm of writing over an extended period. The encouraging outcomes underscore the potential of this pioneering methodology in enriching the landscape of peer feedback through self-regulation, and, ultimately, writing development. The innovative, pragmatic, and scalable nature of this approach further enhances its promise for both research and practical application.