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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Alves, T., Sousa, F., Gama, S., Jorge, J. & Gonçalves, D. (2024). How personality traits affect peer assessment in distance learning. Technology, Knowledge and Learning, 29(1), 371?396. https://doi.org/10.1007/s10758-023-09694-2
Exportar Referência (IEEE) 
T. A. Alves et al.,  "How personality traits affect peer assessment in distance learning", in Technology, Knowledge and Learning, vol. 29, no. 1, pp. 371-396, 2024
Exportar BibTeX 
@article{alves2024_1789161726055,
	author = "Alves, T. and Sousa, F. and Gama, S. and Jorge, J. and Gonçalves, D.",
	title = "How personality traits affect peer assessment in distance learning",
	journal = "Technology, Knowledge and Learning",
	year = "2024",
	volume = "29",
	number = "1",
	doi = "10.1007/s10758-023-09694-2",
	pages = "371-396",
	url = "https://link.springer.com/journal/10758"
}
Exportar RIS 
TY  - JOUR
TI  - How personality traits affect peer assessment in distance learning
T2  - Technology, Knowledge and Learning
VL  - 29
IS  - 1
AU  - Alves, T.
AU  - Sousa, F.
AU  - Gama, S.
AU  - Jorge, J.
AU  - Gonçalves, D.
PY  - 2024
SP  - 371-396
SN  - 2211-1662
DO  - 10.1007/s10758-023-09694-2
UR  - https://link.springer.com/journal/10758
AB  - Recent research has leveraged peer assessment as a grading system tool where learners are involved in learning and evaluation. However, there is limited knowledge regarding individual differences, such as personality, in peer assessment tasks. We analyze how personality factors affect the peer assessment dynamics of a semester-long remote learning course. Specifically, we investigate how psychological constructs shape how people perceive user-generated content, interact with it, and assess their peers. Our results show that personality traits can predict how effective the peer assessment process will be and the scores and feedback that students provide to their peers. In conclusion, we contribute design guidelines based on personality constructs as valuable factors to include in the design pipeline of peer assessment systems.
ER  -