Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. (November 2017)

• Record Type: Journal Article
• Authors: Panadero, Ernesto; Jonsson, Anders; Botella, Juan
• Is Part Of: Educational research review. Volume 22(2017:Oct.)
• Page Start: 74
• Page End: 98
• Publication Date: 2017-11
• Subjects: Self-assessment -- Self-regulated learning -- Self-efficacy -- Self-evaluation -- Self-regulation -- Learning strategies -- Motivation -- Gender educational differences -- Self-regulated learning measurement -- Emotional regulation; Education -- Research -- Periodicals; 370.7205
• DOI: 10.1016/j.edurev.2017.08.004
• Languages: English
• ISSNs: 1747-938X

Abstract

Abstract: 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. Highlights: Self-assessment effects on self-regulated learning (SRL) and self-efficacy were explored. 19 studies (2305 students) were included in four different meta-analyses. Effects sizes from the three meta-analyses on SRL were 0.23, 0.65 and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73.