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The purpose of this study was to establish a line of inquiry into student trust in school peers by: (1) developing a valid and reliable measure and (2) investigating the potential influence of student trust in school peers on optimal school functioning.

A non-experimental, survey research design was used. Ex-post facto data were collected in the spring of 2017 and spring of 2019 from a random sample of students in either the 5th, 7th, 9th or 11th grades in 79 schools located in a southwestern city in the US. Two types of analyses were performed. First, structural and convergent validity of the items measuring student trust in school peers were tested with a confirmatory factor analysis, and correlations with bullying and safety. The second analysis tested a hypothesized model with a full structural equation model using robust maximum likelihood estimation.

Confirmatory factor analysis results report that items used to measure student trust in school peers share common variance with the latent trust factor. Both the 10-item and five-item measures had good model fit and parameter estimates. Additionally, the five-item measure had strong relationships with bullying and safety. As specified in the hypothesized model, student trust in peers had a strong, positive relationship with identification with school and positive, yet not as strong, of a relationship with academic grit. These relationships existed when accounting for student perceived teacher support.

This study extends trust research to students' relational connections by conceptualizing student trust in school peers as a cognitive belief, constructing a valid measure and finding a relationship between student–peer trust and elements optimal school functioning.

The purpose of this paper is to examine the influence of peer-assessment training as a catalyst to enhance student assessment knowledge and the ability to effectively evaluate reflective journal writing assignments when using the online peer assessment (PA) tool Expertiza.

Over a two-year period, end-of-unit assessment test scores and reflective writing samples from a peer-assessment participation group were compared to a no peer-assessment control group. Analysis of covariance was used to control for existing writing skill and ongoing feedback on writing samples.

No significant increases were observed in student assessment knowledge when participating in peer-assessment training. Comparison of matched participant samples revealed that after controlling for existing writing skill, students participating in PA graded reflective writing assignments significantly lower than instructor-graded assessments from students not afforded peer-assessment participation.

No distinction was made on the relative influence of giving or receiving PA influenced performance on the outcome measures. Second, students making multiple revisions based on feedback were not analyzed. Third, the Expertiza system does not control for the number of reviews performed, thus differential weighting of assessment outcomes may be realized unless all students submit and perform the same number of assessments. Finally, in absence of any qualitative analysis as to what factors students consider when grading writing samples, it is unknown as to how individual difference factors or adherence to scoring rubrics may have influenced the obtained results.

Students may be reticent evaluating peers or utilize grading criteria beyond the mandatory evaluation rubrics. Clear distinctions should be provided to students indicating how instructional content aligns with skills needed to conduct assessment. Training that addresses the theoretical and transactional components of PA are important, but teachers should recognize that when developing assessment skills learners undergo a developmental catharsis related to building trust and establishing a secure and comfortable identity as an assessor. Peer review systems should quantify the relative contribution of each reviewer through the measurement of frequency, timeliness and accuracy of the feedback, compared with instructor standards/evaluations.

This paper reduces the gap in the literature concerning how PA evolves over time and identifies factors related to the etiology of the peer-review process. In addition, the paper reveals new information regarding the calibration between instructor and peer evaluations.

As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.

This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.

The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.

ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.

This study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program.

The design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions.

The findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces.

The study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.

Using in-depth interviews with 30 working class and poor, minority adolescents, students were asked to describe their daily interactions and perceptions of peers in a neighborhood high school in NYC over two years. Among the key findings, students consistently expressed their distrust of “bad kids” who they blamed for many of the school's problems. Three themes based on students lived experiences are described: (1) a neighborhood school with a stigmatized reputation for low academic achievement housed students who displayed anti-academic behavior; (2) students developed normative behavior and informal rules to avoid hostile interactions with peers; (3) perceptions of “bad kids” was racialized and stereotyped. The discussion develops the idea of collective dis-identification, a reverse process from collective identity, where students learned to disconnect from their peers by racially and ethnically segregating.

Many studies have integrated the mechanism of Creative Commons (CC) or similar mechanisms into web 2.0 platforms for supporting learning. The CC mechanism may create new types of knowledge sharing environments. The purpose of this paper is to explore students’ trust, knowledge sharing self-efficacy, and outcome expectations in the context of a knowledge sharing platform using the CC mechanism.

The participants were 86 sixth-grade Taiwanese students. Within the context of online drawing and storytelling activities, a quantitatively self-reported instrument was adopted to assess the sharing experience with the CC mechanism.

The results found complex interrelationships among trust, sharing self-efficacy, and outcome expectations identified in the literature. The results further reveal that students who showed high community-related outcome expectations would adopt the non-CC approach (read-only, i.e. the shared works can not be used and modified) as they possessed lower identification-based trust. In contrast, those who adopted CC approach (i.e. the shared works are able to be used and modified) placed higher level of economy-based trust and showed a lower level of community-related outcome expectations. The results reflect that students who have low performance expectancy and sharing self-efficacy are more willing to share their work using the CC approach.

The results of this paper show that in such a mechanism there exists close interplay between trust, sharing self-efficacy, and outcome expectations. It is therefore, suggested that researchers and educators should note the influence of the sharing mechanism on the sharing activity when knowledge sharing is involved in pedagogical design. The implications derived from the findings for educational practice were also discussed.

Collaborative consumption (CC), a unique business model, provides several monetary and non-monetary benefits to customers. Several adapted theory of planned behaviour (TPB)-based models were developed and tested to understand this consumption behaviour with the findings inconsistent and fragmented. Thus, this study aims to develop a general and consistent TPB model using a meta-analytic path analysis to better understand customers’ CC adoption behaviour.

Using 37 studies, a meta-analysis was performed adopting several analytical methods; bivariate analysis, moderation analysis and path analysis.

The universal TPB model shows that factors, that is, trust, attitude, perceived environmental responsibility and communication facilities, drive both perceived usefulness and CC. However, subjective norms, such as perceived behavioural control and emotional value, drive only perceived usefulness. Moderation analysis shows that the relationships between variables used in the proposed TPB model tends to vary depending on five moderators, that is, countries’ economic development level, type of CC, sample size, sample type and survey administration method.

The consideration of only quantitative papers and papers written in English language in this meta-analysis may bias the study’s findings.

Based on the findings regarding important factors that consumers consider when adopting CC, this study provides insightful recommendations to companies facilitating CC.

By developing the universal TPB model, this study theoretically contributes to the TPB model, and by conducting the moderation test, the study contextually contributes to the TPB literature in the CC context.

The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation.

The methodology included semi-structured interviews with eight teachers, participant observation of their classes and meetings, and three focus group meetings with teachers and school administrators.

Ladyshewsky’s (2017) five key aspects of peer coaching are considered in the findings: establishing peer partners, building trust between the partners, identifying specific areas to target for learning, training on non-evaluative questions and feedback, and supporting each other as new ideas are attempted. Each aspect of these is reviewed in light of the implementation process in the school.

The study provides practical suggestions for teachers and school administrators that include considerations for implementation. Numerous connections are made to research on peer coaching that is relevant to the implementation of peer coaching in schools in Egypt and other countries in the Global South.

The study provides an examination of the implementation of peer coaching in a school in Egypt. Thus, it contributes to the limited literature on peer coaching in the Global South. The discussion and conclusion sections consider further questions and research opportunities for effective practices in peer coaching in international contexts.

Student mental health is a major challenge for higher education in the twenty-first century. Students undertaking healthcare professionally affiliated courses can experience additional pressures that negatively impact on their well-being and can make it more difficult to access support. The paper aims to discuss this issue.

To address some of these challenges, the Bridge Network was established in one healthcare school in a higher education institution. It is a peer support network co-produced with students studying on healthcare courses to provide group-based support to promote mental well-being. Student peer group facilitators draw on their own lived experience of mental health challenges or of being a carer. The groups provide a safe space for students who may experience mental health difficulties to share, gain support and connect with each other. This paper explores the journey of setting up the Bridge Network.

Although the group has been well received and various factors have supported its establishment, there are several difficulties that the network has faced. Power imbalances between students and academic staff have been challenging for the co-produced design, alongside enabling positive and safe discloser for healthcare students. However, the network has raised the profile of mental well-being for healthcare students and encouraged supportive conversations about the issue as well as providing enriching volunteer opportunities.

The Bridge Network is an innovative development reflecting best practice within mental healthcare. However, to ensure spread and sustainability, alignment with organisational strategy is required.

The paper explores the strengths and challenges of establishing peer support for students undertaking vocational healthcare courses.

The purpose of this paper is to present considerations for developing a writing community for doctoral students.

The paper reflects on data from a self-study of a writing seminar in which the authors were involved. The authors examined students’ writing samples and peer-review comments, email correspondence, online discussion board postings, meeting minutes and participants’ reflections on their participation in the seminar.

While doctoral students described benefits from their participation in the writing seminar, the paper provides a cautionary tale concerning the challenges that can arise in the development and delivery of interventions that focus on developing writing communities involving doctoral students.

This article draws on findings from an examination of a writing intervention to consider potential challenges that faculty and students face in developing writing communities. Findings may not apply to other kinds of settings, and they are limited by the small number of participants involved.

The paper discusses strategies that might be used to inform faculty in the development of writing communities for doctoral students.

The authors’ experiences in developing and delivering a writing seminar highlight the importance of the process of trust-building for students to perceive the value of feedback from others so that they can respond to the technical demands of doctoral writing.

There is a growing body of work on the value of writing interventions for doctoral students such as retreats and writing groups. These are frequently facilitated by faculty whose area of expertise is in teaching writing. This paper contributes understanding to what is needed for faculty who are not writing instructors to facilitate groups of this sort. Participants must demonstrate a sufficient level of competence as writers to review others’ work; develop trusting, collegial relationships with one another; and be willing to contribute to others’ development and make a commitment to accomplishing the required tasks.