Peer-feedback can be an effective method to support learning. However, students often require instructional support to provide and process peer-feedback effectively. Previous research used various types of instructional support to improve the quality of peer-feedback processes and outcomes. Yet, a comprehensive overview over their effects is missing. Therefore, this meta-analysis (based on N = 32 studies with N = 3806 learners) investigates the effects of different kinds of instructional support (feedback provision vs. feedback reception; content-specific vs. generic) on peer-feedback processes (formulating high-quality feedback messages, or effectively reflecting on the feedback received) and outcomes (subject-matter-related knowledge). Overall, peer-feedback with vs. without instructional support had a substantial positive effect (g = 0.47). Furthermore, we found a positive effect of feedback provision support on the quality of feedback provision (g = 0.72) and the quality of feedback reception (g = 0.69) but not on subject-matter-related knowledge. For feedback reception support, we found no effects on peer-feedback processes and outcomes at all. During feedback provision, content-specific support positively influenced the quality of feedback provision (g = 0.75) but not subject-matter-related knowledge, while generic support exerts a positive impact on the quality of feedback provision (g = 0.70) and subject-matter-related knowledge (g = 0.55). During feedback reception, we again found no significant effects of content-related support and generic support at all. The lack of effects for feedback reception support may be related to the limited number of studies on feedback reception in general. Finally, concrete implications and suggestions for future research are provided.

同伴反馈可以成为支持学习的有效方法。然而，学生通常需要教学支持才能有效地提供和处理同伴反馈。以前的研究使用各种类型的教学支持来提高同伴反馈过程和结果的质量。然而，对它们的影响缺乏全面的概述。因此，这项荟萃分析（基于 N = 32 项研究，N = 3806 名学习者）调查了不同类型的教学支持（反馈提供与反馈接收;特定内容与通用内容）对同伴反馈过程（制定高质量的反馈信息，或有效反映收到的反馈）和结果（与主题相关的知识）的影响。总体而言，有与没有教学支持的同伴反馈具有显着的积极影响 （g = 0.47）。此外，我们发现反馈提供支持对反馈提供的质量 （g = 0.72） 和反馈接收的质量 （g = 0.69） 有积极影响，但对主题相关知识没有积极影响。对于反馈接收支持，我们发现对同伴反馈过程和结局完全没有影响。在反馈提供过程中，特定内容的支持对反馈提供的质量 （g = 0.75） 产生积极影响，但对主题相关知识没有影响，而通用支持对反馈提供的质量 （g = 0.70） 和主题相关知识 （g = 0.55） 产生积极影响。在收到反馈期间，我们再次发现与内容相关的支持和通用支持根本没有显著影响。对反馈接收支持缺乏影响可能与一般反馈接收研究数量有限有关。 最后，为未来的研究提供了具体的启示和建议。