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Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses
journal contributionposted on 2017-11-01, 00:00 authored by Ernesto Panadero, A Jonsson, J Botella
This meta-analytic review explores the effects of self-assessment on students' self-regulated learning (SRL) and self-efficacy. A total of 19 studies were included in the four different meta-analyses conducted with a total sample of 2305 students. The effects sizes from the three meta-analyses addressing effects on different measures of SRL were 0.23, 0.65, and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73. In addition, it was found that gender (with girls benefiting more) and certain self-assessment components (such as self-monitoring) were significant moderators of the effects on self-efficacy. These results point to the importance of self-assessment interventions to promote students’ use of learning strategies and its effects on motivational variables such as self-efficacy.
JournalEducational Research Review
Pagination74 - 98
CategoriesNo categories selected
Social SciencesEducation & Educational ResearchSelf-assessmentSelf-regulated learningSelf-efficacySelf-evaluationSelf-regulationLearning strategiesMotivationGender educational differencesSelf-regulated learning measurementEmotional regulationFORMATIVE ASSESSMENTACADEMIC-PERFORMANCEGENDER DIFFERENCESHIGHER-EDUCATIONRUBRICSSKILLGOALCLASSROOMACHIEVEMENTACQUISITION