ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
This article is part of the Research TopicEnhancing Learning through Cognitive and Social Inclusion Practices in EducationView all 22 articles
Enhancing Interpreting Performance, Engagement, and Self-Regulated Learning through Peer Assessment: An Attachment Theory Perspective
Provisionally accepted
- Dalian University of Foreign Languages, Dalian, China
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This study addresses the challenge of limited personalized feedback in interpreter training, which often hinders students' engagement, self-regulation, and performance development. Guided by Attachment Theory, it explores how peer assessment can serve as a secure relational scaffold that enhances learning outcomes. Employing a quasi-experimental design with 30 undergraduate interpreting students divided into experimental and control groups, the study combined pre-and post-tests with surveys and thematic analysis to evaluate interpreting performance, engagement, and self-regulated learning (SRL). Quantitative results showed significant improvement in interpreting performance, engagement, and SRL in the peer-assessment group, while qualitative findings revealed improved confidence, reflective thinking, goal-setting, and peer support. Peer assessment fostered emotional safety, motivation, and strategic learning behaviors that enhanced both engagement and SRL. These findings imply that attachment-informed peer feedback can strengthen interpreters' cognitive, affective, and behavioral learning dimensions, promoting sustainable skill development and learner autonomy. Overall, the study underscores the pedagogical value of designing peer assessment practices that balance evaluative rigor with psychological safety in interpreter training.
Keywords: Attachment theory, interpreter training, Learning engagement, Peer assessment, self-regulated learning (SRL)
Received: 02 Apr 2025; Accepted: 12 Nov 2025.
Copyright: © 2025 Yang, Hou, Chen and Zou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Chunwen Yang, 2464408027@student.dlufl.edu.cn
Jing Chen, 2826557661@qq.com
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