Helpfulness and Sentiment of Comments that Predict Knowledge Hiding in Peer Assessment

Peer assessment is broadly effective. However, the effect of peer assessment depends on the depth of students' knowledge interactions during the process. Knowledge hiding behaviors are widespread in work, life, and learning. However, little attention has been paid to how students adjust subsequent knowledge hiding behaviors based on previous experiences during multiple rounds of assignments. This study investigates how the assessment experiences of students (N=148) in a previous assignment affected the degree of knowledge hiding in the current assignment in five courses. Tobit regression analyses reveal that the helpfulness of comments students received in a previous assignment predicted their degree of knowledge hiding in the current assignment. Moreover, the sentiment of comments received had a more significant effect on the degree of knowledge hiding for females than males. Implications are presented based on the findings.