Cited by 217Student Assessment and FeedbackInnovative Teaching and Learning MethodsEvaluation of Teaching Practices

The DOI matches its Crossref record; 44 of the 44 references it cites were found in a registry or an index.

Self-assessment in the process of self-regulated learning and its relationship with academic achievement

Yan, Zi·2020·Assessment & Evaluation in Higher Education

DOI 10.1080/02602938.2019.1629390

Open this paper in CoChat — free account

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.

Integrity signals

Registry

Crossref · 10.1080/02602938.2019.1629390

Cites

44 of 44 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788
Attaining Self-Regulation
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
Principles and practice in reporting structural equation analyses.
McDonald, R. P., & Ho, M.-H. R. (2002) · Psychological Methods · doi:10.1037/1082-989x.7.1.64 · Cited by 4,734 · cited 7×
“Puustinen and Pulkkinen (2001) compared five major SRL models in a theoretical review. They concluded that, even if the terminology used varied, these models shared three common phases: (a) Preparatory, which consists of activities relevant to task analysis, goal setting and planning; (b) Performance, in which the act…”
BackgroundMethodInfluential
A Rating Formulation for Ordered Response Categories
Andrich, D. (1978) · Psychometrika · doi:10.1007/bf02293814 · Cited by 2,984
A Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915 · cited 2×
“In a more recent review of SRL models, Panadero (2017) echoed this classification.”
Background
Missing Data Techniques for Structural Equation Modeling.
Allison, P. D. (2003) · Journal of Abnormal Psychology · doi:10.1037/0021-843x.112.4.545 · Cited by 1,335
Applying the Rasch Model
Bond, T. G. (2015) · Routledge eBooks · doi:10.4324/9781315814698 · Cited by 1,062
Electronic Journal of Research in Educational Psychology
(2018) · Electronic Journal of Research in Educational Psychology · doi:10.14204/ejrep · Cited by 944
A roadmap to rumination: A review of the definition, assessment, and conceptualization of this multifaceted construct
Smith, J. M., & Alloy, L. B. (2008) · Clinical Psychology Review · doi:10.1016/j.cpr.2008.10.003 · Cited by 908
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses
Panadero, E., Jonsson, A., & Botella, J. (2017) · Educational Research Review · doi:10.1016/j.edurev.2017.08.004 · Cited by 712

Show all 44 references

Research works printed but not linked: 8

10.2307/259209 · DOI
Linacre J. M, 2006, A User’s Guide to WINSTEPS/MINISTEP: Rasch-Model Computer Programs
10.1037//1082-989X.7.1.64 · DOI · Paper page
McMillan J. H., 2008, Educational Horizons, 87, 40
Rasch G, 1960, Probabilistic Models for Some Intelligence and Achievement Test.
Ross J. A, 2006, Practical Assessment, 11, 1
Wu M. L., 2007, ACER ConQuest [Computer Program and Manual].
Yan Z, 2016, Journal of Applied Measurement, 17, 1

Sorted by citations

Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education
Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022) · Mathematical Problems in Engineering · doi:10.1155/2022/5215722 · Cited by 444
“It can be achieved through the activities such as selfgrading and self-regulated learning [45, 46].”
Background
The power of internal feedback: Exploiting natural comparison processes
Nicol, D. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2020.1823314 · Cited by 402
“More recently, researchers who posit internal feedback as inherent in self-regulation have taken the position that the main mechanism by which it is generated is ‘self-assessment’, although other terms are also used, for example, ‘evaluation’, ‘evaluative judgement’ and even ‘reflection’, sometimes interchangeably and…”
Background
Self-assessment is about more than self: the enabling role of feedback literacy
Yan, Z., & Carless, D. R. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.2001431 · Cited by 295
Self-citation
Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis
Yan, Z., Lao, H., Panadero, E., Fernández‐Castilla, B., Yang, L., & Yang, M. (2022) · Educational Research Review · doi:10.1016/j.edurev.2022.100484 · Cited by 182
Self-citation
Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies
Sharma, K., Nguyen, A., & Hong, Y. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13459 · Cited by 149
Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing
Yan, Z., & Brown, G. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.100985 · Cited by 111
Self-citation
Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance
Mendoza, N. B., Yan, Z., & King, R. B. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104663 · Cited by 122
Self-citation
The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis
Yan, Z., Xiang, W., Boud, D. J., & Lao, H. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.2012644 · Cited by 173
“…appropriate learning strategies; it can be used to monitor the learning process, promote self-correction, and guide learning towards the learning goals; and it is also helpful for reflection on the learning outcomes and pointing out direction for future learning (Harris and Brown 2018; Yan 2020).”
BackgroundSelf-citation
How does social support detected automatically in discussion forums relate to online learning burnout? The moderating role of students’ self-regulated learning
Huang, C., Tu, Y., Wang, Q., Li, M., He, T., & Zhang, D. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.105213 · Cited by 87
From novice to navigator: Students’ academic help-seeking behaviour, readiness, and perceived usefulness of ChatGPT in learning
Adams, D., Chuah, K.-M., Devadason, E., & Azzis, M. S. A. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12427-8 · Cited by 101
“Academic help-seeking behaviour is an important self-regulated learning strategy (Won et al., 2021 ), which is critical to a student’s academic success (Adams et al., 2021; Yan, 2020 ).”
Student self-assessment: why do they do it?
Yan, Z., Brown, G. T. L., Lee, J. C.-K., & Qiu, X.-L. (2020) · Educational Psychology · doi:10.1080/01443410.2019.1672038 · Cited by 67
“In this sense, self-assessment should be regarded as a learning strategy rather than as a substitute for other types of evaluative or summative assessment (Boud, 1999; Brown & Harris, 2014; Panadero & Alonso-Tapia, 2013; Yan, 2019).”
BackgroundMethodSelf-citation
Investigating students' use of self‐assessments in higher education using learning analytics
Ifenthaler, D., Schumacher, C., & Kužílek, J. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12744 · Cited by 86
“These findings are in line with previous studies based on self-report data (Yan, 2020), indicating that students use”
BackgroundResultInfluential
Effects of self-assessment diaries on academic achievement, self-regulation, and motivation
Yan, Z., Chiu, M. M., & Ko, P. Y. (2020) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2020.1827221 · Cited by 84
“However, it is also possible that after students self-assess, they spend more time and effort to learn; for example, they might seek more feedback on their performance and, therefore, enhance their understanding of their own learning (Yan, 2020).”
InfluentialSelf-citation
Classroom Assessment as Co-Regulated Learning: A Systematic Review
Andrade, H., Brookhart, S. M., & Yu, E. C. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.751168 · Cited by 79
“For an example of the former, Yan (2020) modeled the characteristics of self-assessment practices at three SRL phases (preparatory, performance, and appraisal), as well as their relationships with academic achievement.”
Background
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study
Alemdağ, E., & Yıldırım, Z. (2022) · Computers & Education · doi:10.1016/j.compedu.2022.104574 · Cited by 51
How is theory used in assessment and feedback research? A critical review
Nieminen, J. H., Bearman, M., & Tai, J. (2022) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2022.2047154 · Cited by 50
Making internal feedback explicit: harnessing the comparisons students make during two-stage exams
Nicol, D., & Selvaretnam, G. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.1934653 · Cited by 38
“Researchers adopting this position usually maintain that students generate internal feedback by monitoring or self-assessing their own performance as they regulate their learning (Butler and Winne 1995, Andrade 2018; Yan 2020).”
Background
The mediating effect of feedback-seeking behavior on the relationship between ideal L2 writing self and story continuation writing performance: A multigroup structural equation modeling approach
Zhan, J., Yao, Y., & Zhu, X. (2022) · System · doi:10.1016/j.system.2022.102976 · Cited by 38
Ungrading Learner Participation in a Student-Centered Learning Experience
Koehler, A. A., & Meech, S. (2021) · TechTrends · doi:10.1007/s11528-021-00682-w · Cited by 41
“Ungrading requires learners to self-assess (Stommel, 2020a), and effective self-assessment skills are necessary to meaningfully self-regulate (Yan, 2020).”
Background
University students’ strategies and criteria during self-assessment: instructor’s feedback, rubrics, and year level effects
Panadero, E., García-Pérez, D., Ruiz, J. F., Fraile, J., Sánchez‐Iglesias, I., & Brown, G. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00639-4 · Cited by 42
“Self-assessment of learning is linked to greater self-regulation (Andrade, 2018; Yan, 2019) and achievement (Brown & Harris, 2013).”
Background
Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement
Mendoza, N. B., Yan, Z., & King, R. B. (2022) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00620-1 · Cited by 35
“, 2021; Pintrich, 2003; Ryan & Deci, 2017; Taylor & Ntoumanis, 2007) and practice more frequent self-regulated learning (e.g. Miller & Brickman, 2004; Sierens et al., 2009; Yan, 2020; Zimmerman & Moylan, 2009).”
BackgroundInfluentialSelf-citation
Technology-based interactive guidance to promote learning performance and self-regulation: a chatbot-assisted self-regulated learning approach
Lee, Y.-F., Hwang, G., & Chen, P. (2025) · Educational Technology Research and Development · doi:10.1007/s11423-025-10478-x · Cited by 56
“Learners become aware of their weaknesses and strengths in their own learning and thinking processes, and find ways to compensate for them (Belski & Belski, 2014; Yan, 2020).”
New challenges for higher education: self-regulated learning in blended learning contexts
Lobos, K., Cobo-Rendón, R., Bruna Jofré, D., & Santana, J. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1457367 · Cited by 29
Sustaining Learners’ Writing Development: Effects of Using Self-Assessment on Their Foreign Language Writing Performance and Rating Accuracy
Zhang, X. S., & Zhang, L. J. (2022) · Sustainability · doi:10.3390/su142214686 · Cited by 35
“This can lead students to self-doubt and unnecessary anxiety [4,71,110], negatively affecting their judgement of their work.”
Background
Self-Assessment in the Development of Mathematical Problem-Solving Skills
Barana, A., Boetti, G., & Marchisio, M. (2022) · Education Sciences · doi:10.3390/educsci12020081 · Cited by 38
“Self-assessment involves monitoring and reflection on one’s work, which are metacognitive processes typical of self-regulated learning [20].”
Background
Developing a Short Form of the Self-Assessment Practices Scale: Psychometric Evidence
Yan, Z. (2020) · Frontiers in Education · doi:10.3389/feduc.2019.00153 · Cited by 30
“The SaPS-20 is the most recently developed tool (Yan, 2019; Yan et al., 2019) that is theory-driven and specifically designed for assessing different actions in the self-assessment process (Yan, 2018).”
BackgroundMethodSelf-citation
Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices
Yang, L., Yan, Z., Zhang, D., Boud, D. J., & Datu, J. A. D. (2023) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2023.2191161 · Cited by 39
“…and behavioural-oriented features (e.g. inquiry, monitoring and self-reflection) of SA practices as defined by self-assessment researchers (e.g. Yan & Brown, 2017; Yan, 2016) and measured by the SaPS scale that focuses on assessing students’ self-assessment actions (Yan, 2016, 2020a, 2020b).”
BackgroundMethodResultInfluentialSelf-citation
From self-regulation to co-regulation: refining learning presence in a community of inquiry in interprofessional education
Zheng, B., Ganotice, F. A., Lin, C., & Tipoe, G. L. (2023) · Medical Education Online · doi:10.1080/10872981.2023.2217549 · Cited by 26
“Self-assessment, as a fundamental skill for SRL, has been positively linked to academic achievement [41,42] and is increasingly being used as an assessment strategy, with the aim of preparing students to be lifelong learners [43].”
Background
Escalas para medir las fases de autorregulación del aprendizaje en estudiantes de secundaria
Sáez-Delgado, F., Mella-Norambuena, J., López-Angulo, Y., & Ron, V. L. (2021) · Información tecnológica · doi:10.4067/s0718-07642021000200041 · Cited by 33
“Desde la revisión empírica de la literatura, la autorregulación ha capturado la atención de los investigadores pues se considera el núcleo de muchos problemas identificados en los mecanismos de estudio y desempeña un papel central en explicar el logro académico (Yan, 2020).”
Background
Facilitating learners' self-assessment during formative writing tasks using writing analytics toolkit
Tang, L., Shen, K., Le, H., Shen, Y., Tan, S., Zhao, Y., Juelich, T., Li, X., Gašević, D., & Fan, Y. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.13036 · Cited by 25
Informing factors and outcomes of self-assessment practices in medical education: a systematic review
Zheng, B., He, Q., & Lei, J. (2024) · Annals of Medicine · doi:10.1080/07853890.2024.2421441 · Cited by 28
“…learning rather than a mere evaluative tool. the incorporation of sa at multiple points within the sRl cycle underscores the necessity for students to develop sa competencies early in their learning endeavors, rather than deferring this skill acquisition until the end of the learning process [79].”
Background
E-Portfolios for self-regulated and co-regulated learning: A review
Lam, R. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1079385 · Cited by 23
“According to Yan (2020), self-assessment should be treated as a scaﬀold and a learning-oriented tool.”
Background
Influence of EFL Teachers’ Self-Assessment on Their Self-Regulation and Self-Efficacy
Huang, Q. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.891839 · Cited by 35
“Yan (2020) argued that, following self-assessment, learners may put more effort into learning through asking for more feedback on their performance which increases learner self-efficacy.”
Background
How to Support Students’ Self-Regulated Learning in Times of Crisis: An Embedded Technology-Based Intervention in Blended Learning Pedagogies
Ritz, E., Rietsche, R., & Leimeister, J. M. (2023) · Academy of Management Learning and Education · doi:10.5465/amle.2022.0188 · Cited by 28
A Model of E-Learning through Achievement Motivation and Academic Achievement among University Students in Saudi Arabia
Alamri, M. M. (2023) · Sustainability · doi:10.3390/su15032264 · Cited by 29
Effect of strategic memory advanced reasoning training (SMART) therapy for enhancing final-year high school students career choices
Mahmood, A., Rehman, N., Huang, X., & Zamani, N. (2025) · BMC Psychology · doi:10.1186/s40359-025-02767-0 · Cited by 17
Knowledge surveys: Supporting students along pathways to self-directed learning with self-assessment
Wirth, K. R., Nuhfer, E. B., Watson, R. M., Fleisher, S. C., & Bailey, R. (2021) · NWU self-directed learning series · doi:10.4102/aosis.2021.bk279.06 · Cited by 21
The Role of Metacognitive Strategies in Blended Learning: Study Habits and Reading Comprehension
Ortega-Ruipérez, B. (2022) · RIED Revista Iberoamericana de Educación a Distancia · doi:10.5944/ried.25.2.32056 · Cited by 28
“Finally, with respect to metacognitive strategies related to self-assessment, the ability to judge work has shown a strong influence on SRL (Panadero et al., 2018; Yan, 2020).”
BackgroundResult
Effects of using rubrics in self-assessment with instructor feedback on pre-service teachers’ academic performance, self-regulated learning and perceptions of self-assessment
Karaman, P. (2024) · European Journal of Psychology of Education · doi:10.1007/s10212-024-00867-w · Cited by 77
“There are three main cyclical actions in the self-assessment process (Yan, 2020; Yan & Brown, 2017): (1) defining self-assessment criteria, (2) self-directed feedback, and (3) self-reflection.”
Perceptions of self-assessment literacy and self-directed reflection during online learning for Iranian EFL student teachers
Arefian, M. H. (2022) · Reflective Practice · doi:10.1080/14623943.2022.2096584 · Cited by 18
“Correspondingly, this definition of self-assessment is according to the essence of ‘assessment-as-learning’ that is widely extended by different relevant studies (Panadero et al., 2019; Rodríguez et al., 2019; Yan, 2018, 2020).”
Background
Effect of Deep Learning Approach on Career Self-Efficacy: Using Off-Campus Internships of Hospitality College Students as an Example
Wang, C.-J., & Hsieh, H.-Y. (2022) · Sustainability · doi:10.3390/su14137594 · Cited by 22
Creating the University of the Future
Ehlers, U.-D., & Eigbrecht, L. (2024) · Zukunft der Hochschulbildung · doi:10.1007/978-3-658-42948-5 · Cited by 30
Psychometric properties of the Self‐assessment Practice Scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis
Yan, Z., Brubacher, S. P., Boud, D. J., & Powell, M. B. (2020) · International Journal of Training and Development · doi:10.1111/ijtd.12201 · Cited by 21
Self-citation
Validation of a Subject-Specific Student Self-Assessment Practice Scale (SaPS) Among Secondary School Students in the Philippines
Mendoza, N. B., & Yan, Z. (2021) · Journal of Psychoeducational Assessment · doi:10.1177/0734282921994374 · Cited by 19
“The SaPS and its short form and adapted versions have been used for graduate students (Yan, 2020b) and professional trainees in a Western cultural context (Yan, Brubacher, Boud, & Powell, 2020).”
MethodSelf-citation
Attitudes, Self-confidence, and Independence of Students in Thematic Learning
Syahrial, S., Asrial, A., Sabil, H., & Arsil, D. (2020) · Universal Journal of Educational Research · doi:10.13189/ujer.2020.080120 · Cited by 16
The Mediating Effect of Self-Regulated Learning on the Relationships Among Emotional Intelligence, Collaboration, and Clinical Performance in Korean Nursing Students
Kim, S. H. (2022) · Journal of Nursing Research · doi:10.1097/jnr.0000000000000494 · Cited by 16
Cultivating reflective teachers: Challenging power and promoting pedagogy of self-assessment in Australian, Bhutanese, and Canadian teacher education programs
DeLuca, C., Willis, J., Dorji, K., & Sherman, A. (2022) · Power and Education · doi:10.1177/17577438221108240 · Cited by 15
“In practice, selfassessment may range from simple self-grading without further reflection to providing students with opportunities to undertake comprehensive reflection on their current or past performance to improve the future (Brown and Harris, 2014; Harris and Brown, 2013; Yan, 2020).”
Background
Exploring teachers’ attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing
Zhang, X. S., Zhang, L. J., Parr, J. M., & Biebricher, C. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.956160 · Cited by 23
“It has been increasingly acknowledged that the focus of higher education has shifted toward widening students’ engagement in learning so as to enhance students’ academic achievement (Dochy et al., 1999; Cassidy, 2007; Yan, 2020).”
Background
Strategic-motivational profile and academic achievement in primary school students
Vicente, M. M., Riveiro, J. M. S., & Barroso, C. V. (2023) · Educación XX1 · doi:10.5944/educxx1.31852 · Cited by 15
Navigating the online learning journey by self-regulation: Teachers as learners
Feldman-Maggor, Y., Tuvi‐Arad, I., & Blonder, R. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.105074 · Cited by 18
Educational Experience and Instructional Design Effectiveness Within the Community of Inquiry Framework
Wilson, E., & Berge, Z. L. (2023) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v24i1.6751 · Cited by 14
Metaverse Solutions for Educational Evaluation
Zi, L., & Cong, X. (2024) · Electronics · doi:10.3390/electronics13061017 · Cited by 16
Investigating students’ performance at self-regulated learning and its effects on learning outcomes in chemistry class at the senior secondary school
Wu, M., Sun, D., Yang, Y., Li, M., & Sun, J. (2023) · International Journal of Science Education · doi:10.1080/09500693.2023.2209693 · Cited by 21
Feedback and year level effects on university students’ self-efficacy and emotions during self-assessment: positive impact of rubrics vs. instructor feedback
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 23
“, 2022), as well as self-regulated learning and self-efficacy (Panadero et al., 2017; Yan, 2020).”
Background
Towards 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 14
“…, 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”
BackgroundInfluential
Empowering Teachers: Self-Regulated Learning Strategies for Sustainable Professional Development in Initial Teacher Education at Higher Education Institutions
Rodriguez-Gomez, D., Muñoz-Moreno, J. L., & Ion, G. (2024) · Sustainability · doi:10.3390/su16073021 · Cited by 13
“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
Analysing students' self‐assessment practice in a distance education environment: Student behaviour, accuracy, and task‐related characteristics
Radović, S., Seidel, N., Haake, J. M., & Kasakowskij, R. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12907 · Cited by 18
Metacognitive problem solving: exploration of students’ perspectives through the lens of multi-dimensional engagement
Vo, K., Sarkar, M., White, P. J., & Yuriev, E. (2024) · Chemistry Education Research and Practice · doi:10.1039/d4rp00096j · Cited by 16
Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy
Zhang, H., Southam, A., Fanguy, M., & Costley, J. (2021) · Interactive Technology and Smart Education · doi:10.1108/itse-01-2021-0011 · Cited by 15
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
“In any case, there is evidence pointing to the relationship between SRL and performance [19,20] and, consequently, between SSA and performance.”
BackgroundInfluential
Peer- and self-assessment
Topping, K. J. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.09021-7 · Cited by 15
Self-assessment as a self-regulated learning approach in English oral presentations: College students’ choices and perceptions
Benraghda, A., Radzuan, N. R. M., & Lardhi, F. A. S. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2123472 · Cited by 21
“Subsequently, this has basically brought a profound change in assessment procedures and aims (Alek et al., 2020; Yan, 2020).”
Background
The 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 15
Self-citation
Students’ experiences in self-assessment: training, processes and feedback use in secondary and higher education
Pinedo, 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
“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).”
Background
Investigating the role of self-assessment in enhancing self-regulated learning amongst medical students in problem-based learning
Khoiriyah, U., & Roberts, C. (2025) · BMC Medical Education · doi:10.1186/s12909-025-07359-5 · Cited by 25
“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 16
“…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).”
Background
Predictors of Romanian Psychology Students’ Intention to Successfully Complete Their Courses—A Process-Based Psychology Theory Approach
Cădariu, I.-E., & Rad, D. (2023) · Behavioral Sciences · doi:10.3390/bs13070549 · Cited by 13
Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement
Mendoza, N. B., & Yan, Z. (2023) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2023.101249 · Cited by 11
Self-citation
Feedback choices and their relations to learning are age-invariant starting in middle school: A secondary data analysis
Cutumisu, M., & Schwartz, D. L. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104215 · Cited by 16
“More recently, also in the context of education, Yan (2020) has emphasized self-assessment as a process that activates students’ feedback-seeking behaviors.”
Background
Self-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
Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development
Mountain, K., Teviotdale, W. W., Duxbury, J., & Oldroyd, J. (2022) · Accounting Education · doi:10.1080/09639284.2022.2030240 · Cited by 13
“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.”
Background
After-School Behaviors, Self-Management, and Parental Involvement as Predictors of Academic Achievement in Adolescents
Xiao, M., Zuo, M., Liu, X., Wang, K., & Luo, H. (2025) · Behavioral Sciences · doi:10.3390/bs15020172 · Cited by 14
“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).”
Learning and practicing simultaneously: the synergistic effect of online self-assessment diaries and teacher self-assessment instruction on learning and growth mindset
Yan, Z., & Mendoza, N. B. (2025) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2025.2534134 · Cited by 11
Self-citation
Self-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
“Students who can assess themselves well will learn optimally and increase their competence effective (Chen & Lin, 2018; Yan, 2020).”
Background
Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses
Bacca-Acosta, J., Fabregat, R., Baldiris, S., Kinshuk, K., & Guevara, J. (2022) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12649 · Cited by 8
Effectiveness of a gamified learning analytics dashboard with coregulation mechanism for self-regulated learning in college ethics courses
Hu, Y.-H., Liao, B.-K., & Hsieh, C.-L. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2277741 · Cited by 11
“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).”
The level of nursing students' self-regulated learning and academic locus of control predicting self-confidence and anxiety in clinical decision-making
Bektaş, İ., Kudubeş, A. A., Ayar, D., & Bektaş, M. (2025) · Nurse Education Today · doi:10.1016/j.nedt.2025.106629 · Cited by 7
Single-agent vs. Multi-agent LLM Strategies for Automated Student Reflection Assessment
Li, G., Chen, L., Tang, C., Švábenský, V., Deguchi, D., Yamashita, T., & Shimada, A. (2025) · Lecture notes in computer science · doi:10.1007/978-981-96-8186-0_24 · Cited by 10
“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].”
AI ‐Driven Intelligent Feedback System for Enhancing Self‐Assessment Accuracy in Higher Education Writing
Chen, S.-Y., & Chen, W. (2025) · Expert Systems · doi:10.1111/exsy.70184 · Cited by 8
Self-assessment in EFL classes of secondary education in Türkiye: The Common European Framework of Reference for Languages (CEFR)-based implementations
(2023) · Pegem Journal of Education and Instruction · doi:10.47750/pegegog.13.01.38 · Cited by 7
Impact of an adaptive environment based on learning analytics on pre-service science teacher behavior and self-regulation
Abouelenein, Y. A. M., Selim, S. A. S., & Aldosemani, T. I. (2025) · Smart Learning Environments · doi:10.1186/s40561-024-00340-7 · Cited by 16
Introducing the QACP: development and preliminary validation of an instrument to measure psychotherapist’s core competencies
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 8
“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).”
Background
Evaluation 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
The Effect of Sequential Transition of Self-Regulated Learning Processes on Performance: Insights from Ordered Network Analysis
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
“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 8
“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.”
Teknik Self-Regulated Learning untuk Meningkatkan Kemampuan Self-Regulated Learning dan Kemandirian Belajar Siswa dalam Situasi Belajar Online Covid 19
Khoirudin, M. (2022) · Ideas Jurnal Pendidikan Sosial dan Budaya · doi:10.32884/ideas.v8i3.897 · Cited by 6
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
“clarifying learning objectives and monitoring the learning process, which is then given reflection (Yan, 2020).”
Background
Performance Assessment Comprehensively Based on Project Learning Related to Critical Thinking: A Bibliometric Analysis
Sudirman, S., Hakim, A., & Hamidi, H. (2023) · Jurnal Penelitian Pendidikan IPA · doi:10.29303/jppipa.v9i1.2518 · Cited by 6
Metacognitive regulation as a factor influencing the effectiveness of learning through digital educational technologies
Samoilov, O. M., Morozov, Z. A., Petukhova, D. R., & Dolzhenko, K. I. (2023) · Psychology in Education · doi:10.33910/2686-9527-2023-5-4-519-535 · Cited by 6
Can GenAI help undergraduate students become independent writers? An intervention study on its effects on writing motivation, feedback literacy, and self-regulated learning strategies
Lu, Q., Yao, Y., Xiao, L., Zhu, X., & Yin, H. (2026) · Educational Psychology · doi:10.1080/01443410.2026.2654526 · Cited by 10
Autorregulación del aprendizaje y rendimiento académico en estudiantes de Medicina: el caso de tres Universidades de Paraguay
Barrios, I., Patiño, M. I., Barrios, J., Báez-Osorio, H., Aveiro-Róbalo, T. R., Maidana-Pont, E., Alvez, E. O., Villalba-Arias, J., Maia, J. M. C., Ventriglio, A., et al. (2023) · Anales de la Facultad de Ciencias Médicas (Asunción) · doi:10.18004/anales/2023.056.01.32 · Cited by 5
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
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
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
Beyond the Accuracy Gap in Self-assessment: Exploring Reasons for (In)Accuracy and the Role of Individual Differences
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
“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 12
“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 ).”
Developing self-assessment instruments of affective domain on belief and morality (Aqidah Akhlak) subject in Madrasah Tsanawiyah
Rohmad, dharin, A. D., & Azis, D. K. (2023) · Pegem Journal of Education and Instruction · doi:10.47750/pegegog.13.01.21 · Cited by 8
The Influence of Self-Regulation, Resilience, and Family Environment on Mathematics Learning Outcomes of Junior High School Students in Serang City, Indonesia
Nabilah, S., Syamsuri, S., & Pujiastuti, H. (2024) · International Journal of STEM Education for Sustainability · doi:10.53889/ijses.v4i1.261 · Cited by 4
A Proposal for Evaluation in Schools: Multifaceted Evaluation for the Facilitation of Learning and Instruction
Glaubman, R., & Glaubman, H. (2021) · The Educational Review USA · doi:10.26855/er.2021.05.005 · Cited by 3

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
DOI: 10.1080/02602938.2019.1629390
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Self-assessment in the process of self-regulated learning and its relationship with academic achievement

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks