bluuebunny/crossref_metadata_2025_split huggingface dataset:
A Thematic Analysis of Factors Influencing Student’s Peer-Feedback Orientation
Authors: Kasch Julia , van Rosmalen Peter , Kalz Marco 
Published: June 2023

AbstractProviding and receiving feedback requires a certain openness in individuals which is referred to as feedback orientation. Although this openness is also required in peer-feedback processes personal factors that influence student’s openness (i.e. peer-feedback orientation) are less researched. Inspired by feedback orientation studies in a workplace setting we investigated personal factors that influence students’ peer-feedback orientation. As part of an exploratory sequential mixed methods research design, qualitative data on personal factors influencing student’s peer-feedback orientation was collected. Semi-structured interviews with students, teachers and researchers (N = 13) revealed a broad range of personal factors influencing their peer-feedback orientation. Thematic analyses of the data showed that the most prominent factors were related to the perceived usefulness of receiving and providing peer-feedback, the social bond between students, fairness and skills. The importance of existing feedback orientation dimensions (utility, accountability, social awareness and self-efficacy) by (Linderbaum and Levy, Journal of Management 36:1372–1405, 2010) was confirmed in a higher education setting. Interestingly, different interpretations of the dimensions were found which should lead to the development of a peer-feedback orientation scale for higher education.
Giving Feedback to Peers in an Online Inquiry-Learning Environment
Authors: Dmoshinskaia Natasha , Gijlers Hannie 
Published: June 2023

AbstractGiving feedback to peers is more often viewed as a learning tool rather than as an assessment tool or a replacement for teacher feedback. Such learning can be attributed to the fact that while giving feedback, students should be actively cognitively involved with the material in order to evaluate a peer’s product and suggest ways to improve it. Peer feedback is usually given on bigger scale products, such as essays, reports or group projects, and constitutes a separate task requiring substantial time. There has been very little research done on the possibility of including a feedback-giving activity in a regular school lesson. This chapter contributes to that area of research by giving an overview of the results of four (quasi-)experimental studies in which secondary school children gave feedback on relatively small-scale products (concept maps) while working in an online inquiry-learning environment. Concept maps were chosen for peer reviewing because they are compact products that stimulate higher order thinking and can fit into an inquiry-learning process very naturally. In addition, research indicates that when reviewing concept maps, students may get deeper understanding than when reviewing other products. Our goal was to investigate what factors of the feedback-giving process influence the learning of feedback providers and how that process should be organised to benefit this type of learning the most. Based on the findings, practical recommendations for using peer feedback in a real-life classroom are formulated. The chapter concludes with the directions for further research in the area of giving feedback to peers.
Peer Interaction Types for Social and Academic Integration and Institutional Attachment in First Year Undergraduates
Authors: Byl Emmeline , Topping Keith J. , Struyven Katrien , Engels Nadine 
Published: June 2023

AbstractHigher education institutions are increasingly implementing peer tutoring and peer mentoring strategies to support newly enrolled students’ transition into university, aiming to reduce drop-out and improve persistence. However, it is rare that these are directly compared, and even rarer for effects on social and academic integration and institutional attachment to be explored, as in this study. In this quantitative and qualitative study, a total of 446 first-year university students of Psychology and Education Sciences in one university, recruited via a snowball technique which relied heavily on email and text messages, followed-up with invitations to a Facebook group, completed an online questionnaire. The questionnaire incorporated three instruments of known reliability: the Social Adjustment, Academic Adjustment and Institutional Attachment subscales of the Adaptation to College Questionnaire; the Commitment subscale of the Revised Academic Hardiness Scale; and the Commitment Attitude Scale. Results were analysed by independent t-tests. For the qualitative semi-structured interviews participants were 39 self-selected but stratified volunteers. Interviews focused on the three stages of Appreciative Inquiry: Discovery, Dream and Design. All interviews were audio-recorded and transcribed. A combined inductive-deductive content-analysis technique and a thematic analysis technique was then used via MAXQDA 11. Peer mentoring was the most effective means to enhance social integration. However, peer tutoring showed a significant effect on academic integration. Neither had much impact on institutional attachment. Participants particularly mentioned that activities such as speed dating and mentoring days were important, since they developed self-esteem, which encouraged them to further participate. The availability of peer support over the longer term was seen as important. Evidence-based action implications for educational practice, policy-making and future researchers were outlined, and the importance of listening to students when developing institutional policy is emphasized.
How to Make Students Feel Safe and Confident? Designing an Online Training Targeting the Social Nature of Peer Feedback
Authors: Senden Morgane , De Jaeger Dominique , Rotsaert Tijs , Leroy Fréderic , Coertjens Liesje 
Published: June 2023

AbstractPeer feedback has proven to be very beneficial for student learning; however, by its social nature, peer feedback raises concerns for many students. To diminish these, and maximize the benefits of a peer feedback activity, we created an online training targeting psychological safety and trust. The objective of this chapter is to describe the design process and to detail the composition of the training. The training was delivered to higher education students and included five stages: discovery of students’ representation, lecture on how to provide effective feedback, peer feedback practice, role-play and discussion in small groups and summary of key learning points. A questionnaire one month after the training and interviews with five students revealed that students’ engagement in and perceptions of the training were highly variable. Implications for research and practice are discussed.
How Do Lower-Secondary Students Exercise Agency During Formative Peer Assessment?
Authors: Ketonen Laura , Nieminen Pasi , Hähkiöniemi Markus 
Published: June 2023

AbstractExercising agency is an inherent component of peer assessment. However, the research on agency in peer assessment is scarce. This case study explored how seventh grade science students exercised agency during formative peer assessment. The data comprises audio recordings of students’ classroom discussions, written peer feedback, written work, student interviews, and the researcher’s field notes. With thematic analysis, we identified nine forms of agency as associated with three positions: group member, assessor, and assessee. An examination of student interactions revealed that peer assessment challenges students unequally. While some students exercised certain forms of agency without difficulty—judging their peers’ work, for example—others needed help. One reason participants fell short in advancing their and one another’s learning during peer assessment was their difficulty exercising agency. Hence, equipping students with knowledge, skills, and a sense of responsibility is not enough; rather, their agency needs to be supported to enable the productive implementation of peer assessment.
Learning Analytics for Peer Assessment: A Scoping Review
Authors: Misiejuk Kamila , Wasson Barbara 
Published: June 2023

AbstractLearning analytics is a maturing field that analyses educational data to gain new insights and improve learning. Peer assessment is an assessment technique in which students provide feedback to one another. To date, there have been no reviews examining how learning analytics is used to facilitate peer assessment. This scoping review addresses this gap and provides an overview of the role of learning analytics in understanding peer assessment, the peer assessment challenges addressed by learning analytics, and insights into peer assessment. The 27 papers in the review highlight a diverse landscape of research integrating automated assessment and visualizations into peer assessment activities, applying novel data analysis methods to peer assessment data, evaluating different types of peer assessment, or examining new research questions, such as those regarding student interaction or self-regulation during peer assessment activities.
Peer Assessment Using Criteria or Comparative Judgement? A Replication Study on the Learning Effect of Two Peer Assessment Methods
Authors: van Daal Tine , Snajder Mike , Nijs Kris , Van Dyck Hanna 
Published: June 2023

AbstractVarious ways exist in which students can assess the work of their peers as for instance by using a criteria list or by making comparative judgements. Up to now, only two studies examined the effect of both peer assessment methods on the quality of feedback and students’ performance. The study of Bouwer and colleagues (2018) provides evidence in favor of comparative judgement in the context of writing in English in higher education. Results of Stuulen and colleagues (2022) point to the opposite. However, their study focused on writing in Dutch in secondary education. Hence, it is questionable to what extent the results of Bouwer and colleagues regarding the learning effect of both peer assessment methods can be generalized to other contexts and subjects. Therefore, this study conceptually replicated the Bouwer et al.-study in the context of secondary education (problem-solving in physics, writing in French) and university education (scientific reporting of statistical information). Students’ feedback and performance after the peer assessment intervention were measured. Results showed that peer assessment method did not impact students’ performance in any of the samples. Some differences between peer assessment conditions were found regarding the quantity and the content of the peer feedback but these replicated the findings of the original study only to a limited extent. Explanations and implications of these findings for peer assessment and for the role of conceptual replications are discussed.
Using Stochastic Actor-Oriented Models to Explain Collaboration Intentionality as a Prerequisite for Peer Feedback and Learning in Networks
Authors: Brouwer Jasperina , de Matos Fernandes Carlos A. 
Published: June 2023

AbstractPeer feedback and collaboration intentionality (CI) are key prerequisites to advance in higher education. For learning, it is crucial that peers do not merely interact, but that students are willing to function as scaffolds by sharing their knowledge from different perspectives and asking each other for academic support. Peer feedback can only take place within a collaborative learning approach and when students are willing to initiate feedback relationships with their peers. Therefore, we analyze peer feedback networks (in terms of academic help and advice-seeking) and CI as an individual characteristic using an advanced statistical tool, namely stochastic actor-oriented models (SAOMs). In SAOMs, we control for selection and influence mechanisms. Selection comprises instances when feedback relations can be initiated based on CI, while influence builds upon existing feedback relations in affecting CI. One important selection mechanism is homophily, which means that individuals prefer to initiate a connection with someone else based on similarity in characteristics, attitudes, or behavior. In this chapter, we introduce this statistical technique within the higher education context and the added value for feedback research in education. We illustrate the SAOM methodology using two-wave peer feedback networks and CI data while controlling for gender and the Five-Factor Model personality traits. In this empirical example, we address the research question: To what extent does homophily of CI plays a role in selecting peers when seeking feedback and to what extent do feedback relationships influence CI? The SAOM shows an homophily effect, which implies that students preferentially seek feedback from others who are similar in CI. We also find an influence effect in which students who seek feedback from one another become more similar in terms of CI over time. Similarity in CI is driven by selection and influence mechanisms in peer feedback networks.
Web-Based Peer Assessment Platforms: What Educational Features Influence Learning, Feedback and Social Interaction?
Authors: Ocampo José Carlos G. , Panadero Ernesto 
Published: June 2023

AbstractThe potential of web-based peer assessment platforms to aid in instruction and learning has been well documented in literature. Evidence proposed that the use of web-based peer assessment is beneficial for both teachers and students in several aspects, but some findings also suggest that it might present a number of challenges. The aim of this chapter is to examine web-based peer assessment platforms in terms of their features that can potentially affect student learning, feedback exchange, and social interaction. A total of 17 eligible web-based peer assessment platforms were systematically reviewed against nine peer assessment design elements. Our results suggest that these platforms offer features to facilitate peer assessment in varied disciplines and in multiple ways, which has the potential to affect learning, feedback, and social interaction. However, as much as it offers technologically sound tools to aid instruction, we recommend extensive training for both teachers and students to maximise the features embedded in these platforms.
Holographic thermodynamics of rotating black holes
Authors: Gong Ting-Feng , Jiang Jie , Zhang Ming 
Published: June 2023

Abstract
We provide mass/energy formulas for the extended thermodynamics, mixed thermodynamics, and holographic conformal field theory (CFT) thermodynamics for the charged and rotating Kerr-Newman Anti-de Sitter black holes. Then for the CFT thermal states dual to the black hole, we find the first-order phase transitions and criticality phenomena in the canonical ensemble with fixed angular momentum, volume, and central charge. We observe that the CFT states cannot be analogous to the Van der Waals fluids, despite the critical exponents falling into the universality class predicted by the mean field theory. Additionally, we examine the (de)confinement phase transitions within the grand canonical ensemble with fixed angular velocity, volume, and central charge of the CFT. Our findings suggest that the near zero temperature (de)confinement phase transitions can occur with the angular velocity of the CFT that solely depends on the CFT volume.
Macrophage Dectin-1 mediates Ang II renal injury through neutrophil migration and TGF-β1 secretion
Authors: Ye Shiju , Huang He , Xiao Yun , Han Xue , Shi Fengjie , Luo Wu , Chen Jiawen , Ye Yang , Zhao Xia , Huang Weijian , Wang Yi , Lai Dongwu , Liang Guang , Fu Guosheng 
Published: June 2023

AbstractMacrophage activation has been shown to play an essential role in renal fibrosis and dysfunction in hypertensive chronic kidney disease. Dectin-1 is a pattern recognition receptor that is also involved in chronic noninfectious diseases through immune activation. However, the role of Dectin-1 in Ang II-induced renal failure is still unknown. In this study, we found that Dectin-1 expression on CD68 + macrophages was significantly elevated in the kidney after Ang II infusion. We assessed the effect of Dectin-1 on hypertensive renal injury using Dectin-1-deficient mice infused by Angiotensin II (Ang II) at 1000 ng/kg/min for 4 weeks. Ang II-induced renal dysfunction, interstitial fibrosis, and immune activation were significantly attenuated in Dectin-1-deficient mice. A Dectin-1 neutralizing antibody and Syk inhibitor (R406) were used to examine the effect and mechanism of Dectin-1/Syk signaling axle on cytokine secretion and renal fibrosis in culturing cells. Blocking Dectin-1 or inhibiting Syk significantly reduced the expression and secretion of chemokines in RAW264.7 macrophages. The in vitro data showed that the increase in TGF-β1 in macrophages enhanced the binding of P65 and its target promotor via the Ang II-induced Dectin-1/Syk pathway. Secreted TGF-β1 caused renal fibrosis in kidney cells through Smad3 activation. Thus, macrophage Dectin-1 may be involved in the activation of neutrophil migration and TGF-β1 secretion, thereby promoting kidney fibrosis and dysfunction.
Graphical Abstract
Morawetz Estimates Without Relative Degeneration and Exponential Decay on Schwarzschild–de Sitter Spacetimes
Authors: Mavrogiannis Georgios 
Published: June 2023

AbstractWe use a novel physical space method to prove relatively non-degenerate integrated energy estimates for the wave equation on subextremal Schwarzschild–de Sitter spacetimes with parameters $$(M,\Lambda )$$

(
M
,
Λ
)

. These are integrated decay statements whose bulk energy density, though degenerate at highest order, is everywhere comparable to the energy density of the boundary fluxes. As a corollary, we prove that solutions of the wave equation decay exponentially on the exterior region. The main ingredients are a previous Morawetz estimate of Dafermos–Rodnianski and an additional argument based on commutation with a vector field which can be expressed in the form $$\begin{aligned} r\sqrt{1-\frac{2M}{r}-\frac{\Lambda }{3}r^2}\frac{\partial }{\partial r}, \end{aligned}$$

r

1
-

2
M

r

-

Λ
3

r
2

∂

∂
r

,

where $$\partial _r$$

∂
r

here denotes the coordinate vector field corresponding to a well-chosen system of hyperboloidal coordinates. Our argument gives exponential decay also for small first-order perturbations of the wave operator. In the limit $$\Lambda =0$$

Λ
=
0

, our commutation corresponds to the one introduced by Holzegel–Kauffman (A note on the wave equation on black hole spacetimes with small non-decaying first-order terms, 2020. arXiv:2005.13644).
How amenable is type 2 diabetes treatment for precision diabetology? A meta-regression of glycaemic control data from 174 randomised trials
Authors: Kuss Oliver , Opitz Marie Elisabeth , Brandstetter Lea Verena , Schlesinger Sabrina , Roden Michael , Hoyer Annika 
Published: June 2023

Abstract
Aims/hypothesis
There are two prerequisites for the precision medicine approach to be beneficial for treated individuals. First, there must be treatment heterogeneity; second, in the case of treatment heterogeneity, we need to detect clinical predictors to identify people who would benefit from one treatment more than from others. There is an established meta-regression approach to assess these two prerequisites that relies on measuring the variability of a clinical outcome after treatment in placebo-controlled randomised trials. Our aim was to apply this approach to the treatment of type 2 diabetes.

Methods
We performed a meta-regression analysis using information from 174 placebo-controlled randomised trials with 178 placebo and 272 verum (i.e. active treatment) arms including 86,940 participants with respect to the variability of glycaemic control as assessed by HbA1c after treatment and its potential predictors.

Results
The adjusted difference in log(SD) values between the verum and placebo arms was 0.037 (95% CI: 0.004, 0.069). That is, we found a small increase in the variability of HbA1c values after treatment in the verum arms. In addition, one potentially relevant predictor for explaining this increase, drug class, was observed, and GLP-1 receptor agonists yielded the largest differences in log(SD) values.

Conclusions/interpretation
The potential of the precision medicine approach in the treatment of type 2 diabetes is modest at best, at least with regard to an improvement in glycaemic control. Our finding of a larger variability after treatment with GLP-1 receptor agonists in individuals with poor glycaemic control should be replicated and/or validated with other clinical outcomes and with different study designs.

Funding
The research reported here received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

Data availability
Two datasets (one for the log[SD] and one for the baseline-corrected log[SD]) to reproduce the analyses from this paper are available on https://zenodo.org/record/7956635.

Graphical Abstract
Derotational distal femur osteotomy combined with medial patellofemoral ligament reconstruction yields satisfactory results in recurrent patellar dislocation with excessive femoral anteversion angle and trochlear dysplasia
Authors: Zhou Kezhen , Sun Zhiwen , Feng Ao , Guo Hailong , Sun Ran , Niu Yingzhen , Liu Lei , Wang Xiaofeng 
Published: June 2023

AbstractPurposeThe purpose of this study was to evaluate the clinical outcomes of medial patellofemoral ligament (MPFL) reconstruction combined with derotational distal femur osteotomy in patients with recurrent patellar dislocation who had excessive femoral anteversion angle and trochlear dysplasia.MethodsBetween 2015 and 2020, 64 patients (64 knees) with recurrent patellar dislocation, who had excessive femoral anteversion angle (≥ 25°) and trochlear dysplasia and were surgically treated using derotational distal femur osteotomy and MPFL reconstruction, were eligible for this retrospective study. These patients were assigned to two groups according to the grade of trochlear dysplasia. Group A (type A trochlear dysplasia, n = 33) and Group B (type B, C, D trochlear dysplasia, n = 31). Preoperative and postoperative patellar tilt angle (PTA), Caton–Deschamps index (CD‐I), tibial tubercle–trochlear groove (TT–TG) distance and femoral anteversion angle were evaluated. Patient outcomes were assessed using the preoperative and postoperative International Knee Documentation Committee (IKDC) score, Kujala score, Lysholm score, Tegner score, and visual analog scale (VAS) score.ResultsA total of 64 patients (64 knees) were evaluated in this study, with a mean follow‐up period of 28.4 ± 3.6 months. There were no cases of wound infection, osteotomy site fractures, deep venous thrombosis of the lower extremities, or re‐dislocation in the two groups during the postoperative follow‐up period. All patients returned to full extension and flexion. The postoperative Tegner score, Lysholm score, Kujala score, IKDC score, VAS score, PTA, CD‐I, TT–TG distance, and femoral anteversion angle were significantly improved compared with the preoperative status (P < 0.05). There was no significant difference between the two groups (n.s.).ConclusionMPFL reconstruction combined with derotational distal femur osteotomy showed satisfactory clinical outcomes during follow‐up in patients with recurrent patellar dislocation who had excessive femoral anteversion angle and trochlear dysplasia. Even patients with high‐grade trochlear dysplasia showed satisfactory results. For those patients, additional surgery is not necessary.Level of evidenceLevel III.