Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses
This meta-analytic review explores the effects of self-assessment on students' selfregulated 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 a...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad Autónoma de Madrid |
| Repositorio: | Biblos-e Archivo. Repositorio Institucional de la UAM |
| Idioma: | inglés |
| OAI Identifier: | oai:repositorio.uam.es:10486/680950 |
| Acceso en línea: | http://hdl.handle.net/10486/680950 https://dx.doi.org/10.1016/j.edurev.2017.08.004 |
| Access Level: | acceso abierto |
| Palabra clave: | Self-assessment Self-regulated learning Self-efficacy Self-evaluation Self-regulation Learning strategies Motivation Gender educational differences Self-regulated learning measurement Emotional regulation Educación Psicología |
| Sumario: | This meta-analytic review explores the effects of self-assessment on students' selfregulated 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 selfefficacy. 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 |
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