Online Student Peer Review (OSPR) is increasingly used in higher education to enhance engagement, reflection, and active learning. However, research on gender differences in OSPR remains limited, particularly regarding psychological factors such as self-efficacy and motivation. This study examines gender differences in these constructs during OSPR, with a secondary focus on a teacher-centered, gender-segregated educational context. 56 undergraduate computer science students (24 male, 32 female) participated in a structured, anonymous peer review task. Self-efficacy in evaluating and receiving feedback, along with intrinsic and extrinsic motivation, were measured using validated instruments. Results showed that female students reported significantly higher self-efficacy, particularly in evaluating peer work, while motivation did not differ significantly by gender. Across the sample, intrinsic motivation correlated moderately to strongly with all self-efficacy dimensions, particularly among females. For male students, extrinsic motivation was moderately associated with self-efficacy in receiving feedback. These findings suggest that well-designed OSPR activities can foster confidence and motivation, especially for female students in male-dominated disciplines like computer science. In teacher-centered environments, where feedback is top-down and student autonomy is limited, OSPR offers a valuable way to promote learner agency and engagement. The study contributes to the limited research on gender in OSPR and offers practical insights for designing inclusive online peer review activities in both mixed-gender and gender-segregated settings.