【作者】 赵亮；

【导师】 王延青；

【作者基本信息】 哈尔滨工业大学 ， 管理科学与工程， 2025， 硕士

【摘要】 随着高等教育需求快速增长与教育资源短缺矛盾的加剧,同伴互评作为一种以学生为中心的教学策略,为教学管理者激发学生间的协同学习与知识互动提供了有效支撑,正逐步成为课堂教学与在线学习环境中的关键环节,其重要性愈发凸显。然而,同伴互评的积极作用依赖于学生之间的知识交互质量。知识隐藏行为在学生中普遍存在,严重阻碍知识流动,削弱同伴互评学习社区的协同价值。本研究基于公平理论与自我效能理论,聚焦同伴互评情境中知识交互不平等对知识隐藏的影响,旨在揭示学生知识隐藏行为的内在逻辑,为优化同伴互评机制提供理论支持。本研究依托Edu PCR在线互评系统,收集三所高校五门课程中的同伴互评行为数据,通过自然语言处理技术提取学生知识反馈的长度、深度以及情感倾向特征,刻画学生所经历的知识反馈结构特征,构建知识隐藏量化模型。本研究采用纵向研究设计,通过Tobit模型分析学生经历的知识交互不平等对其知识隐藏行为的影响,并检验学生学业表现与性别的调节效应。实证结果表明:(1)同伴互评中,学生经历的知识反馈长度不平等、帮助性不平等和情感倾向不平等均会显著影响其知识隐藏行为,符合公平理论中的行为调整逻辑;(2)学业表现对知识反馈帮助性不平等与知识隐藏之间的影响关系具有显著的削弱作用,即相较于学业表现不佳的学生,学业表现较好的学生在经历知识反馈帮助性不平等时,其知识隐藏程度更低;(3)性别会对知识反馈长度不平等和帮助性不平等与知识隐藏之间的影响关系带来显著的强化作用,对知识反馈情感倾向不平等与知识隐藏之间的影响关系带来显著的削弱作用。即相较于男性,女性学生在经历知识反馈长度不平等和帮助性不平等时其知识隐藏程度更高,在经历知识反馈情感倾向不平等时其知识隐藏程度更低。本研究揭示了知识隐藏不仅是学生的资源保护行为,更是学生对其经历的知识交互不平等的主动调整行为。本研究具有重要的理论意义和实践意义。理论上,本研究提出并验证了学生在同伴互评中经历的知识交互不平等对其知识隐藏行为的影响,探究了学生学业表现和性别对这一影响关系的调节作用,拓展了知识管理理论、公平理论和自我效能理论在同伴互评情境中的应用边界。实践上,本研究为构建可持续的同伴互评知识交互生态提供了理论依据与实践启示。更多还原

【Abstract】 As the contradiction between the rapid growth in demand for higher education and the shortage of educational resources intensifies,peer assessment,as a student-centered teaching strategy,provides effective support for teaching administrators to stimulate collaborative learning and knowledge interaction among students,and is gradually becoming a key link in classroom teaching and online learning environments,with its importance becoming more and more prominent.However,the positive effect of peer assessment depends on the quality of knowledge interaction between students.Knowledge hiding behaviors in peer assessment are widespread among students,seriously hindering the flow of knowledge and weakening the synergistic value of the peer assessment learning communities.Based on equity theory and self-efficacy theory,the study focuses on the effects of knowledge interaction inequality on knowledge hiding in peer assessment contexts,aiming to reveal the internal logic of students’knowledge hiding behaviors and provide theoretical support for optimizing the peer assessment mechanism.Relying on the Edu PCR online peer assessment system,the study collected data on peer assessment behaviors in five courses at three universities,extracted the length,depth,and sentiment tendency characteristics of students’knowledge feedback through natural language processing technology,portrayed the structural characteristics of the knowledge feedback experienced by students,and constructed a quantitative model of knowledge hiding.This study adopts a longitudinal research design to analyze the effects of knowledge interaction inequality experienced by students on their knowledge hiding behaviors by the Tobit model and to examine the moderating effects of students’academic performance and gender.The empirical results showed that(1)in peer assessment,knowledge feedback length inequality,helpfulness inequality and sentiment tendency inequality experienced by students significantly affected knowledge hiding,which is in line with the behavioral adjustment logic in the equity theory;(2)academic performance significantly weakened the relationship between inequality in knowledge feedback helpfulness and knowledge hiding,and students with better academic performance had lower knowledge hiding compared to students with poor academic performance when experiencing inequality of knowledge feedback helpfulness;(3)gender significantly strengthened the relationship between inequality in knowledge feedback length and helpfulness and knowledge hiding,and significantly weakened the relationship between inequality in knowledge feedback sentiment tendency and knowledge hiding.Compared with male students,female students have a higher degree of knowledge hiding when experiencing inequality in the length and helpfulness of knowledge feedback,but a lower degree of knowledge hiding when experiencing inequality in the sentiment tendency of knowledge feedback.This study reveals that knowledge hiding is not only a student’s resource protection behavior,but also a student’s active adjustment behavior to knowledge interaction inequality.This study has important theoretical and practical significance.Theoretically,it proposes and verifies the effects of knowledge interaction inequality experienced by students on their knowledge hiding behaviors,explores the moderating effects of students’academic performance and gender on this relationship,and expands the application boundaries of knowledge management theory,equity theory,and self-efficacy theory in the context of peer assessment.Practically,the study provides the theoretical basis and practical insights for constructing a sustainable ecosystem of peer assessment knowledge interaction.更多还原