#809: Interest Alignment in Peer Feedback Predicts Changes in Student Interest and Self-Efficacy

This study examined whether alignment between students' pre-existing interests and peer presentations they reviewed predicted changes in psychology interest and self-efficacy (N=242). Students reviewed two randomly-assigned peer presentations on academic papers. Topic interest alignment with reviewed presentations significantly predicted increased psychology interest, while application interest alignment predicted enhanced self-efficacy. Alignment with students' own presentation topics showed no effects. Findings suggest reviewing peer work engages different learning mechanisms than presenting, with implications for peer feedback design.