Effects of self-assessment on self-regulated learning and self efficacy: Four meta-analyses

被引：358

作者：

Panadero, Ernesto ^{[1
]}

Jonsson, Anders ^{[2
]}

Botella, Juan ^{[3
]}

机构：

[1] Univ Autonoma Madrid, Fac Psicol, Dept Psicol Evolut & Educ, Despacho 109, E-28049 Madrid, Spain

[2] Kristianstad Univ, Dept Sci, Kristianstad, Sweden

[3] Univ Autonoma Madrid, Fac Psicol, Dept Psicol Social & Metodol, Madrid, Spain

来源：

EDUCATIONAL RESEARCH REVIEW | 2017年 / 22卷

关键词：

Self-assessment; Self-regulated learning; Self-efficacy; Self-evaluation; Self-regulation; Learning strategies; Motivation; Gender educational differences; Self-regulated learning measurement; Emotional regulation; FORMATIVE ASSESSMENT; ACADEMIC-PERFORMANCE; GENDER DIFFERENCES; HIGHER-EDUCATION; RUBRICS; SKILL; GOAL; CLASSROOM; ACHIEVEMENT; ACQUISITION;

D O I：

10.1016/j.edurev.2017.08.004

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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 poirkt to the importance of self-assessment interventions to promote students' use of learning strategies and its effects on motivational variables such as self-efficacy. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：74 / 98

页数：25

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