[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599070-105":3,"doc-detail-599070-en":85,"detail-sidebar-cat-0-en-105":102},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","relation-of-personality-to-grades-and-grading-in-undergraduate-peer-review","Relation of Personality to Grades and Grading in Undergraduate Peer Review","","Peer review provides a structured way to assess post-secondary writing, using a rubric to compare student-assigned grades to peers’ essay performance. This study investigates how personality factors in raters relate to grader leniency and to the grades students receive during an introductory psychology peer review task. Participants completed an online survey measuring academic entitlement, learning/grade orientation, narcissism, and the five-factor personality traits, which were linked to peer review grades. Results show rater leniency is negatively related to learning orientation, conscientiousness, and grade orientation; strongest predictors include academic entitlement, conscientiousness, and narcissism, with implications and future research directions discussed.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/relation-of-personality-to-grades-and-grading-in-undergraduate-peer-review/599070/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/relation-of-personality-to-grades-and-grading-in-undergraduate-peer-review/599070.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the focus of the study on peer review grading?","Question",{"text":63,"@type":64},"The study examines how personality factors in raters relate to grader leniency and to the grades students receive during a peer review assignment in an introductory psychology course.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which survey measures were used to assess personality and related tendencies?",{"text":68,"@type":64},"Participants completed an online survey assessing academic entitlement, learning/grade orientation, narcissism, and the five-factor personality traits.",{"name":70,"@type":61,"acceptedAnswer":71},"What relationships did the results find between rater leniency and personality?",{"text":72,"@type":64},"Rater leniency was negatively related to learning orientation, conscientiousness, and grade orientation.",{"name":74,"@type":61,"acceptedAnswer":75},"What were the strongest predictors of grades received?",{"text":76,"@type":64},"The strongest predictors of grades received included academic entitlement, conscientiousness, and narcissism.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},599070,1792120106,{"code":4,"msg":86,"data":87},"success",{"doc_id":83,"user_id":88,"nickname":42,"user_avatar":89,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":90,"file_id":91,"file_url":92,"file_type":93,"file_size":94,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":95,"language":96,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":97,"faqs":98,"seo_title":99,"seo_description":12,"update_tm":100,"read_time":101},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Relation of Personality to Grades and Grading in Undergraduate Peer Review  \nJenessa Louise Shaw, Kenneth Cramer  \nPeer reviews offer a unique assessment ofpost-secondary students’ writing, wherein students gradefellow students’(or peers’) essay submissions according to a provided rubric. Previous research found that students’personality dimensions were related to the grades that students both gave and received through peer assessment. The present study examined the association between personality factors on grader leniency and grades received during a peer review assignment in an introductory psychology course. Participants completed an online survey to assess academic entitlement, learning/grade orientation, narcissism, and the 5actorpersonaliyt traits; these were later joined to peer review grades received and given. Results showed that rater leniency was negatively related to learning orientation, conscientiousness, and grade orientation. Moreover, the strongest predictors of grades received included academic entitlement, conscientiousness, and narcissism. Implications of these findings, plus directions forfuture research, are discussed.  \nKeywords: peer review, rater leniency, personality, academic achievement  \nL’évaluation par les pairs constitue un processus exceptionnel d’évaluation de l’écriture d’étudiants de niveau postsecondaire. Des étudiants notent les rédactions de leurs camarades de classe (leurs «pairs ») en utilisantune grille d’évaluation qui leur est fournie. Des recherches ont montré que les aspects de la personnalité des étudiants ont une incidence sur les notes que ceux-ci donnent ou reçoivent. La présente étude examine le lien entre, d’une part, lesfacteurs liés à la personnalité et, d’autre part, la clémence des évaluateurs et les notes reçuesau cours d’une évaluation par les pairs dans un cours d’introduction à la psychologie. Les participants ont rempli un sondage en ligne pour mesurer leurs attentes en matière de notes, leur intérêt pour l’apprentissage ou pour les notes, leur narcissisme et les cinq traits centraux de la personnalité. Les réponses au sondage ont ensuite été combinées aux évaluationspar les pairs que les participants ont rendues et reçues. Les résultats montrent que la clémence de l’évaluateur est liée de façon négative à l’intérêt en matière d’apprentissage, au caractèreconsciencieux et à l’intérêt pour les notes. Qui plus est, les principaux indicateurs des notes reçues comprennentl’attente de recevoir de bonnes notes, le caractère consciencieux et le narcissisme. L’article examine les conséquences de ces résultats et indique la direction à prendre pour des recherches à venir.  \nMots clés: évaluation par les pairs, clémence de l’évaluateur, personnalité, rendement universitaire  \nPeer review (Joordens, Paré, & Collimore,  \n2014) offers a unique assessment of post  \nsecondary students’ writing, wherein students grade their peers’ essay submissions according to a provided rubric. This type of assessment is growing in popularity due to the many benefits afforded to both instructors and students. Bloxham and West (2004) found that students believe that peer feedback is easier to understand and provides a better learning opportunity than expert (viz. graduate student or professor) feedback. This assessment also provides students with the opportunity to examine other students’ work so as to gain a deeper understanding of concepts through others’ perspectives (BoaseJelinek, Parker, & Herrington 2015; Sims, 1989) . Having students thoroughly review their peers’submissions aids in the development of both critical thinking skills (Joordens et al., 2014) and deeper learning (Bostock, 2006) . Additionally, the experience of grading peers’ assignments may further transmit the importance of attention to assessment criteria (Bloxham & West, 2004) and thus foster critical assessment skills that transfer to other areas of life and learning (Boase-Jelinek et al., 2015) .  \nIn addition to the many ","cbCaifau8czAkbtw","https://ap.wps.com/l/cbCaifau8czAkbtw","pdf",1100553,14,"English","# Relation of Personality to Grades and Grading in Undergraduate Peer Review\n## Peer review as assessment in writing\n## Benefits and consistency of peer grading\n## Personality links to grading leniency and received grades\n## Conscientiousness and academic achievement","[{\"question\":\"What is the focus of the study on peer review grading?\",\"answer\":\"The study examines how personality factors in raters relate to grader leniency and to the grades students receive during a peer review assignment in an introductory psychology course.\"},{\"question\":\"Which survey measures were used to assess personality and related tendencies?\",\"answer\":\"Participants completed an online survey assessing academic entitlement, learning/grade orientation, narcissism, and the five-factor personality traits.\"},{\"question\":\"What relationships did the results find between rater leniency and personality?\",\"answer\":\"Rater leniency was negatively related to learning orientation, conscientiousness, and grade orientation.\"},{\"question\":\"What were the strongest predictors of grades received?\",\"answer\":\"The strongest predictors of grades received included academic entitlement, conscientiousness, and narcissism.\"}]","Relation of Personality to Grades and Grading in Undergraduate Peer Review | PDF",1792088116,35,{"code":4,"msg":86,"data":103},[104,108,112,116,121,126,131,134,139,142,146],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":114,"slug":115},"Exam",70,"exam",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},5,"Comic",60,"comic",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},6,"Technology",50,"technology",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":129,"slug":130},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":132,"slug":133},30,"research-report",{"id":135,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":137,"slug":138},9,"Religion & Spirituality",20,"religion-spirituality",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":137,"slug":141},"World Cup","world-cup",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":143,"slug":145},10,"Lifestyle","lifestyle",{"id":147,"doc_module":4,"doc_module_name":25,"category_name":148,"show_sort_weight":117,"slug":149},19,"General","general"]