Self-assessment in the process of self-regulated learning and its relationship with academic achievement
Abstract
Despite the theoretical argument and empirical evidence regarding the impact of self- assessment on academic achievement and self-regulated learning (SRL), the mechanism for this impact is understudied. The present study aimed to investigate the characteristics of self-assessment practices at different SRL phases and its relationship with academic achievement. Using a course assignment as the learning task, sixty-three students enrolled in a one-year master programme in a teacher education institute responded to an instrument assessing their self-assessment practices (including four self-assessment actions) at the SRL Preparatory, Performance and Appraisal phases of the task. Their final scores of the assignment were also collected. The results showed that self-assessment is a fundamental skill for SRL and occurs at each SRL phase with different patterns. Autoregressive relationships were found for all self-assessment actions between different SRL phases. Self-reflection at Performance phase was found to influence feedback seeking at Appraisal phase. Self-directed feedback seeking through monitoring at Performance phase was the strongest and positive predictor of academic achievement; and achievement had negative impact on all self-assessment actions at Appraisal phase. This study may assist educators and researchers to better understand the complexity of self-assessment in relation to learning process.
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Self-assessment can benefit academic achievement.
“It is widely reported in many reviews and empirical studies that self-assessment can benefit academic achievement.”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [46]
Self-assessment can be achieved through activities such as selfgrading and self-regulated learning.
“It can be achieved through the activities such as selfgrading and self-regulated learning [45,46].”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [46]
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Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education
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Metaverse Solutions for Educational Evaluation
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Wu, M., Sun, D., Yang, Y., Li, M., & Sun, J. (2023) · International Journal of Science Education · doi:10.1080/09500693.2023.2209693 · Cited by 13 · see citing works
Panadero, E., García-Pérez, D., Ruiz, J. F., Fraile, J., Sánchez‐Iglesias, I., & Brown, G. (2023) · Educational Psychology · doi:10.1080/01443410.2023.2254015 · Cited by 20 · see citing works
“, 2022), as well as self-regulated learning and self-efficacy (Panadero et al., 2017; Yan, 2020).”
BackgroundTowards a new theory of student self-assessment: Tracing learners’ cognitive and affective processes
Rickey, N., DeLuca, C., & Beach, P. (2023) · Metacognition and Learning · doi:10.1007/s11409-023-09359-6 · Cited by 13 · see citing works
“…, p r e s e r v i ce t eac h e r s ) h a v e r e po r t e d b e i ng a w a r e o f t h e i r e m o ti on a l r e s pon s e s a nd m o ti v a ti on w h e n s e l f-a ss e ss i ng ( F a s t r é e t a l ., 2012 ; S a r g ea n t e t a l ., 2010 ; Y a n , 2020b ; Y a n & B r o w n , 2017 ) C on t r o l”
BackgroundInfluentialRodriguez-Gomez, D., Muñoz-Moreno, J. L., & Ion, G. (2024) · Sustainability · doi:10.3390/su16073021 · Cited by 13 · see citing works
“Formative assessment strategies, in any of their modalities (i.e., tutor assessment, peer-assessment, or self-assessment), are directly linked to SRL processes (e.g., [61,62]).”
Online Self-Regulated Learning and Cognitive Flexibility through the Eyes of English-Major Students
DAĞGÖL, G. D. (2023) · Acta Educationis Generalis · doi:10.2478/atd-2023-0006 · Cited by 12 · see citing works
Radović, S., Seidel, N., Haake, J. M., & Kasakowskij, R. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12907 · Cited by 12 · see citing works
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Moderating Factors in University Students’ Self-Evaluation for Sustainability
León, S. P., Augusto-Landa, J. M., & García‐Martínez, I. (2021) · Sustainability · doi:10.3390/su13084199 · Cited by 15 · see citing works
“In any case, there is evidence pointing to the relationship between SRL and performance [19,20] and, consequently, between SSA and performance.”
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Benraghda, A., Radzuan, N. R. M., & Lardhi, F. A. S. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2123472 · Cited by 10 · see citing works
“Subsequently, this has basically brought a profound change in assessment procedures and aims (Alek et al., 2020; Yan, 2020).”
BackgroundThe influence of self-assessment practices on online training for investigative interviewing skills
Yan, Z., Brubacher, S. P., Boud, D. J., & Powell, M. B. (2023) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2023.101236 · Cited by 11 · see citing works
Self-citationPinedo, L., Panadero, E., Ruiz, J. F., & Rodríguez-Hernández, C. F. (2023) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2023.2284630 · Cited by 14 · see citing works
“From a self-regulated learning perspective, feedback seeking is divided between two different strategies: inquiring and monitoring (Butler & Winne, 1995; Leenknecht & Carless, 2023; Yan, 2020).”
BackgroundKhoiriyah, U., & Roberts, C. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07359-5 · Cited by 20 · see citing works
“Self-assessment has many benefits in assisting students’ learning and enhancing academic performance [19, 20].”
Self-assessment as a student-agentic zone of proximate competence development
Fletcher, A. K. (2022) · Educational Review · doi:10.1080/00131911.2022.2103520 · Cited by 12 · see citing works
“…of their own learning and thinking process and taking an active role in their own learning by identifying strategies to improve their understanding and monitoring their learning (Harris & Brown, 2018; Panadero et al., 2016; Yan, 2020; Yan, Brown, et al., 2020; Yan, Brubacher, et al., 2020).”
BackgroundCădariu, I.-E., & Rad, D. (2023) · Behavioral Sciences · doi:10.3390/bs13070549 · Cited by 11 · see citing works
Mendoza, N. B., & Yan, Z. (2023) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2023.101249 · Cited by 11 · see citing works
Self-citationCutumisu, M., & Schwartz, D. L. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104215 · Cited by 9 · see citing works
“More recently, also in the context of education, Yan (2020) has emphasized self-assessment as a process that activates students’ feedback-seeking behaviors.”
BackgroundSelf-Directed Learning: An imperative for education in a complex society
Bailey, R., Bergamin, P. B., Blignaut, J. H., Chahine, I., Beer, J. J. D., Dhakulkar, A., Dudu, W. T., du Toit-Brits, C., Fleisher, S. C., Jagals, D., et al. (2021) · NWU self-directed learning series · doi:10.4102/aosis.2021.bk279 · Cited by 15 · see citing works
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“In investigating whether self-assessment occurs in all three phases of self-regulated learning, Yan (2019) reports it to be most intensive during the Performance Phase and least when students were expected to be self-reflecting in the final phase.”
BackgroundXiao, M., Zuo, M., Liu, X., Wang, K., & Luo, H. (2025) · Behavioral Sciences · doi:10.3390/bs15020172 · Cited by 14 · see citing works
“This method encourages mindful self-monitoring, which supports behavioral change in a desired direction and enhances intrinsic motivation, self-efficacy, and academic performance (Klug et al., 2018; Yan, 2020).”
Yan, Z., & Mendoza, N. B. (2025) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2025.2534134 · Cited by 11 · see citing works
Self-citationSelf-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis
Yuhanna, W. L., Muhdhar, M. H. I. A., Gofur, A., & Hassan, Z. (2021) · Jurnal Pendidikan IPA Indonesia · doi:10.15294/jpii.v10i1.25603 · Cited by 7 · see citing works
“Students who can assess themselves well will learn optimally and increase their competence effective (Chen & Lin, 2018; Yan, 2020).”
BackgroundBacca-Acosta, J., Fabregat, R., Baldiris, S., Kinshuk, K., & Guevara, J. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12649 · Cited by 8 · see citing works
Hu, Y.-H., Liao, B.-K., & Hsieh, C.-L. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2277741 · Cited by 7 · see citing works
“The results of this study highlight the e ff ectiveness of integrating a LAD with CoRL mechanism into online learning for enhancing students ’ SRL; these results support other research fi ndings (Allal, 2021; Hadwin et al., 2017; Yan,2020).”
Bektaş, İ., Kudubeş, A. A., Ayar, D., & Bektaş, M. (2025) · Nurse Education Today · doi:10.1016/j.nedt.2025.106629 · Cited by 7 · see citing works
Single-agent vs. Multi-agent LLM Strategies for Automated Student Reflection Assessment
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“Studies have highlighted the influence of reflective practice on academic achievement [23], and have categorized reflections based on their focus, such as specific reflections on learning activities and general reflections on overall progress [16].”
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Settanni, M., Bronzini, M., Carzedda, G., Godino, G., Manca, M. L., Martini, L., Provvedi, G., Quilghini, F., Zucconi, A., & Francesetti, G. (2022) · Research in Psychotherapy Psychopathology Process and Outcome · doi:10.4081/ripppo.2022.599 · Cited by 7 · see citing works
“Even though self-assessed, it can provide an important feedback to both trainees and trainers to orientate their efforts towards the achievement of fundamental training goals (Yan, 2020).”
BackgroundEvaluation for Teachers and Students in Higher Education
Alaín, L., Ortega, J. L. G., Rincón, A. N., & Fuentes, A. R. (2020) · Sustainability · doi:10.3390/su12104078 · Cited by 7 · see citing works
Zhao, L., Raković, M., Cloude, E. B., Li, X., Gašević, D., & Bardach, L. (2025) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3706468.3706534 · Cited by 6 · see citing works
“This is also aligned with prior findings, which suggest that the importance of monitoring task requirements is critical for building an understanding of the condition to guide self-regulation during a task [11, 37, 38].”
Generative AI for Education: A Retrieval-Augmented System for Effective Feedback in Self-Assessment
Martínez-Romo, J., Araujo, L., Plaza, L., & López-Ostenero, F. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016446 · Cited by 6 · see citing works
“In the same line, Self-assessment [31], [32] is a pedagogical approach where students evaluate their own learning and progress, which encourages self-awareness and responsibility.”
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High school learning outcomes: The effect of self-regulation, resilience, and family environment
Machmud, A., & Ramadhan, I. A. (2022) · Jurnal Cakrawala Pendidikan · doi:10.21831/cp.v41i3.43562 · Cited by 6 · see citing works
“clarifying learning objectives and monitoring the learning process, which is then given reflection (Yan, 2020).”
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Exploring Students’ Mathematics Performance through Self-regulated Learning
Lumoto, H. Q. A., Decolas, C. C., Cabalquinto, K. E., & Miranda, A. T. (2024) · Asian Journal of Education and Social Studies · doi:10.9734/ajess/2024/v50i81525 · Cited by 8 · see citing works
The Effect of Soft Skills on the Successful Employment of Future Engineers: Self-Evaluation Results
Bondareva, L. V., Potemkina, T. V., & Saulembekova, G. S. (2022) · Высшее образование в России · doi:10.31992/0869-3617-2021-30-12-59-74 · Cited by 5 · see citing works
Exploring the dynamic self-assessment process of students across different competency groups
Liu, J. (2022) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2022.101215 · Cited by 5 · see citing works
Pinedo, L., Panadero, E., Ruiz, J. F., & García-Pérez, D. (2025) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2025.2565384 · Cited by 5 · see citing works
“Self-assessment practices at various stages of self-regulated learning had a positive impact on academic achievement (Yan, 2020).”
How do students self-assess? examining the metacognitive processes of student self-assessment
Rickey, N., Panadero, E., & DeLuca, C. (2025) · Metacognition and Learning · doi:10.1007/s11409-025-09430-4 · Cited by 8 · see citing works
“This theorized mechanism is supported by empirical evidence that students’ use of external indicators of success (e.g., rubrics, exemplars) to self-assess during the performance phase of task completion was the highest predictor of achievement on the task (Yan, 2020b ).”
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- Authors
- Yan, Z.
- Affiliations
- Education University of Hong Kong (HK)
- Corresponding author
- Yan, Zi
- ORCID
- Yan, Zi
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2019-06-26
- Volume
- 45
- Issue
- 2
- Pages
- 224-238
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2955338425
- Cited by
- 217
- References
- 44
- Citations by year
- 2026: 22 · 2025: 38 · 2024: 39 · 2023: 49 · 2022: 39 · 2021: 23 · 2020: 6 · 2019: 1
- FWCI
- 46.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- self-assessment, student self-regulation, academic performance, self-reflection, feedback seeking, self-monitoring, pre-service teachers, course assignments
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