What makes students hide knowledge during peer assessments? The role of assessment experience

The positive learning outcomes induced by peer assessments depend on the depth and quality of students’ knowledge-related interactions. However, academic competition among peers often exacerbates knowledge hiding. While research on knowledge hiding among faculty members abounds, few studies have examined the motivations behind knowledge hiding among students. Drawing on social information processing theory, this study examined how students adjust their knowledge-hiding behaviors based on assessment experiences and contextual factors. Quantile regression was used to analyse behavioral data from 148 Chinese university students to identify key predictors of knowledge hiding. The results revealed that the helpfulness of the comment received on the previous assignment, the sentiment of the comment provided on the current assignment, and the student’s academic performance predicted knowledge-hiding behaviors as reviewers. Moreover, students of different genders also differed in their knowledge-hiding behavior. The findings contribute to a deeper understanding of the impact of peer interactions on student knowledge hiding and guide teachers in promoting knowledge flow in peer assessment.