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
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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“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]
In the citing paper
“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]
Citations
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Cited by
Sorted by citations
Items 201–217 of 217
Firouzbakht, M., Nia, H. S., Gholamnia-Shirvani, Z., & Ghaffarifar, S. (2025) · Teaching and learning in nursing · doi:10.1016/j.teln.2025.11.028
Li, X., & Ke, P. (2025) · Chinese Journal of Applied Linguistics · doi:10.1515/cjal-2025-0306
“Recently, research attention on self-assessment in educational contexts has been shifting from its reliability or accuracy (e.g., X. D. Li, 2018) to self-assessment as part of self-regulated learning (Panadero et al., 2016; Yan, 2020).”
The Impact of Self-Regulated Learning on Achieving Intended Learning Outcomes
Nguyen, P. H., Tangworakitthaworn, P., & Gilbert, L. D. (2025) · International Computer Science and Engineering Conference · doi:10.1109/icsec67360.2025.11298049
“This facet, which Yan previously indicated had not been thoroughly researched (Yan, 2020), the research findings reinforce that self-assessment significantly contributes to learners’ self-regulated learning, thereby positively impacting academic as previously discussed in the study by Yan, Brown,…”
Rahim, N., Aman, N., Bibi, D. F., Gul, F., & Fakhar, F. (2025) · Qlantic journal of social sciences. · doi:10.55737/qjss.vi-iv.25441
Aykut, Ö., & Çınkır, Ş. (2025) · SAGE Open · doi:10.1177/21582440251409676 · Cited by 2
“The studies by Noman (2023), Yan (2020), Derkach et al. (2023), and Belenkova (2021) further support that self-regulation is essential in enabling school leaders to adapt to complex educational demands effectively.”
Coppens, K., Langie, G., Winstone, N., & den Broeck, L. V. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2026.2653888 · Cited by 2
Xiao, W., Fan, B., & Zhang, J. (2026) · Cogent Education · doi:10.1080/2331186x.2026.2652719
Wang, W., Lin, C., Huang, Y., & Wu, T. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14015-y · Cited by 1
“Exploratory findings suggest this potential trend may be particularly evi - dent in the group of LAs, where traditional feedback mechanisms often lack imme-diacy and specificity, potentially making it difficult for students to timely adjust their learning strategies, especially for LAs (Yan, 2020).”
KIRMIZIGÜL, H. G. (2026) · Educational Studies · doi:10.1080/03055698.2026.2668495
“…Demetriadis 2016; Ezeamuzie 2024; L. Hong 2024; Hu 2024; Kátai, Osztián, and Lorincz 2021; Küçükaydın and Çite 2024; Lin and Wong 2024; Polat et al. 2021; Vourletsis 2025) and SRL (E. Hong, Peng, and Rowell 2009; Yan 2020; Ziadat and Sakarneh 2022), but with no clear evidence and strong findings.”
Setiawan, I., Kao, H., & Chuang, K.-T. (2026) · Journal of Science Education and Technology · doi:10.1007/s10956-026-10327-3
Wu, M., Liu, Y., Guo, J., & Talib, O. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1854668 · Cited by 1
“This iterative process of reflection and correction fosters a deeper conceptual understanding and metacognitive awareness, which are antecedents to higher-order thinking skills (Yan, 2020).”
Dai, Z. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1829268 · Cited by 4
“Higher SAA generally means that learners are better able to identify genuine problems in their texts and are more likely to adopt revision strategies that address those problems effectively (Yan, 2020).”
Ou, L., & Zhang, L. J. (2026) · Metacognition and Learning · doi:10.1007/s11409-026-09484-y
“…measure broad strategies (e.g., Pintrich et al., 1991), this instrument maps the nuanced interplay between external sources (e.g., rubrics) and internal resources (e.g., internalized knowledge), recog - nizing the diverse origins of evaluative standards (Panadero & Alonso-Tapia, 2013; Yan, 2020b).”
Wang, S., & Yu, S. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.70376
Rickey, N., Panadero, E., DeLuca, C., & Chahine, S. (2026) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2026.101672
Megawati, M., Palennari, M., Khaeruddin, K., Husain, H., & Swandi, A. (2026) · F1000Research · doi:10.12688/f1000research.189469.1
Metadata
- 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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