THE IMPACT OF PEER ASSESSMENT ON LEARNING MOTIVATION AMONG PHYSICAL EDUCATION STUDENTS
DOI:
https://doi.org/10.24193/subbeag.70.sp.iss.1.05Keywords:
peer assessment, learning motivation, intrinsic motivation, extrinsic motivation, higher educationAbstract
This study explores the impact of peer assessment on learning motivation among students majoring in Physical Education and Sport. Conducted using a quasi-experimental design with pre-test and post-test evaluations, the research involved two groups (experimental and control) and measured intrinsic motivation, extrinsic motivation, amotivation, and perceptions of peer assessment. The findings revealed no statistically significant differences between the groups after the intervention. However, both groups exhibited a significant decline in intrinsic and extrinsic motivation, indicating a general decrease in motivation during the intervention period. The discussion highlights that, although existing literature supports the potential of peer assessment to enhance motivation, its effectiveness depends on contextual factors such as implementation method, perceived fairness, and motivational climate. The study underscores important theoretical and practical implications for integrating peer assessment in physical education, suggesting future research should focus on randomized designs, more diverse samples, and the long-term effects of peer assessment on learning motivation.
References
Bores-García, D., Hortigüela-Alcalá, D., Fernández-Río, J., González-Calvo, G., & Barba-Martín, R. (2020). Peer assessment in physical education: A systematic review of the last five years. Sustainability, 12(1), 23–41. https://doi.org/10.3390/su12010023
Borgen, J., & Hallås, O. (2024). Physical education in the OECD’s “Making Physical Education Dynamic and Inclusive for 2030” report: Global visions and local realities. International Journal of Physical Education and Pedagogy, 8(2), 115–134.
Brookhart, S. M. (2021). How to create and use rubrics for formative assessment and grading (2nd ed.). ASCD.
Cecchini Estrada, J. A., Fernández-Río, J., Méndez-Giménez, A., Cecchini, C., & Martins, L. (2019). Motivational climate, responsibility, and social competence in physical education. International Journal of Environmental Research and Public Health, 16(23), 4688. https://doi.org/10.3390/ijerph16234688
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Fernández-Espínola, C., Almagro, B. J., Tamayo-Fajardo, J. A., & Sáenz-López, P. (2020). Cooperative learning in physical education: Systematic review and meta-analysis. International Journal of Environmental Research and Public Health, 17(12), 4476. https://doi.org/10.3390/ijerph17124476
Groeneveld, M., Vennekens, N., & Aerts, S. (2020). Peer assessment in higher education physical education programs: A tool for reflective practice. European Physical Education Review, 26(3), 521–539. https://doi.org/10.1177/1356336X19873654
Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Self-determination theory: Its application to motivation in education. Canadian Psychology, 62(1), 70–79. https://doi.org/10.1037/cap0000258
Hortigüela-Alcalá, D., Fernández-Río, J., & González-Calvo, G. (2019). The impact of formative and shared assessment on teachers’ self-perception in higher education. Assessment & Evaluation in Higher Education, 44(7), 933–945. https://doi.org/10.1080/02602938.2018.1530341
Leyton Román, M., Lobato Muñoz, C., & Jiménez Castuera, R. (2019). Responsibility, satisfaction of basic psychological needs, and motivation in physical education. Cuadernos de Psicología del Deporte, 19(2), 87–98.
Liu, H., & Lipowski, M. (2021). Cooperative learning and motivation in physical education: A meta-analysis. Frontiers in Psychology, 12, 705311. https://doi.org/10.3389/fpsyg.2021.705311
OECD. (2019). Making physical education dynamic and inclusive for 2030. Organisation for Economic Co-operation and Development. https://www.oecd.org/education
Panadero, E., Romero, M., & Strijbos, J. W. (2013). The impact of peer assessment on self-regulated learning: A meta-analysis. Educational Psychology Review, 25(2), 221–243. https://doi.org/10.1007/s10648-013-9216-1
Solomon, J., & Munsell, J. (2024). Intrinsic motivation and academic performance among university students: The mediating role of self-confidence. Journal of Educational Psychology and Learning Sciences, 12(1), 58–74.
Teraoka, E., Ferreira, J. P., Kirk, D., & Bardid, F. (2020). Social and collaborative learning in physical education: A conceptual framework. Physical Education and Sport Pedagogy, 25(6), 603–615. https://doi.org/10.1080/17408989.2020.1761954
Toledo, J., Latorre, P., & Vázquez, J. (2023). Peer assessment and reflective learning in physical education teacher education. Journal of Physical Education and Sport, 23(1), 112–121. https://doi.org/10.7752/jpes.2023.01014
Wang, J., Li, Z., & Chen, X. (2023). Peer feedback fairness and learning motivation in collaborative assessment contexts: Moderating role of perceived autonomy. Educational Studies, 49(5), 710–725. https://doi.org/10.1080/03055698.2021.1905165
Yang, Y., Luo, Z., & Panadero, E. (2021). The effects of peer assessment on motivation and learning in higher education: A meta-analysis. Assessment & Evaluation in Higher Education, 46(8), 1253–1268. https://doi.org/10.1080/02602938.2020.1823315
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
