Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses

Panadero, Ernesto; Jönsson, Anders; Botella, Juan

doi:10.1016/j.edurev.2017.08.004

Cited by 457 publications

(352 citation statements)

References 68 publications

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“…Taking the time to gain self-awareness and reflect on their readiness strengthens students' time-management skills and their commitment to and engagement with the course. This type of self-assessment is reported to have a positive influence on students' self-regulated learning strategies and self-efficacy (Panadero, Jonsson, & Botella, 2017).…”

Section: Introductionmentioning

confidence: 99%

Well Begun is Half Done: Using Online Orientation to Foster Online Students’ Academic Self-Efficacy

Abdous

2019

OLJ

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Past research suggests that the use of an online learning orientation is an effective proactive strategy to ease online students' transition into online learning. Based on a sample of 3,888 online students from an urban public university, we used ordinal logistic regression to understand the influence of students' satisfaction with an online learning orientation (OLO), their prior level of online learning experience, and their demographics on their academic self-efficacy (ASE). Consistent with prior research, our findings confirmed the influence of students' satisfaction with OLO, their prior online learning experience, and their gender on their ASE. Unsatisfied students were 85% less likely than satisfied students to express a high level of self-efficacy. In contrast, students' age and enrollment status proved not to be significant. Overall, our findings provide strong evidence about how the use of an OLO as proactive support strategy can boost online students' academic self-efficacy.Abdous, M. (2019). Well begun is half done: Using online orientation to foster online students' academic self-efficacy.

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Section: Introductionmentioning

confidence: 99%

Well Begun is Half Done: Using Online Orientation to Foster Online Students’ Academic Self-Efficacy

Abdous

2019

OLJ

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“…Future research is necessary to validate the FLS as reliable tool in other tertiary settings to determine if the measure has utility beyond the current setting and domain of learning. However, these ideas are consistent with theory (Zimmerman, 2000;Panadero et al, 2017), and have important implications for practice by providing an supplementary tool to encourage integration of feedback in HE learners (Nicol and Macfarlane-Dick, 2006;Evans, 2013;Winstone et al, 2017a). APPENDIX TABLE A1 | Summary of modified measure and scoring methodology.…”

Section: Resultsmentioning

confidence: 63%

“…This negative feedback loop is suggested to promote self-regulation in the workplace by enabling goal confirmation or revision (Locke and Latham, 1990;Diefendorff and Lord, 2008;Lord et al, 2010). Within the learning domain, the evaluations that learners make following performance, for example in response to feedback, is suggested to be a central mechanism in self-regulated learning (Zimmerman, 2000;Panadero et al, 2017). Once these skills are developed, researchers propose that learners can become self-directed (Van Merriënboer and Kirschner, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Development and Validation of the Feedback in Learning Scale (FLS)

Jellicoe

Forsythe

2019

Front. Educ.

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Research attention has shifted from feedback delivery mechanisms to supporting learners to receive feedback well (Winstone et al., 2017a). Recognizing feedback and the action necessary to take the next steps are vital to self-regulated performance (Zimmerman, 2000;Panadero, 2017). Evaluative judgments supporting such mechanisms are vital forces that promote academic endeavor and lifelong learning (Ajjawi et al., 2018). Measuring such mechanisms is well-developed in occupational settings (Boudrias et al., 2014). Understanding how these relate to self-regulated learning gains in Higher Education (HE) is less well-understood (Forsythe and Jellicoe, 2018). Here we refined a measure of feedback integration from the occupational research domain (Boudrias et al., 2014) and investigate its application to HE. Two groups of psychology undergraduates endorsed perspectives associated with feedback. The measure examines characteristics associated with feedback including message valence, source credibility, interventions that provide challenge, feedback acceptance, awareness, motivational intentions, and the desire to make behavioral changes and undertake development activities following feedback. Of these suggested characteristics, exploratory factor analysis revealed that undergraduate learners endorsed credible source challenge, acceptance of feedback, awareness from feedback, motivational intentions and the desire to take behavioral changes and participate in development activities formed a single factor. The structure of the instrument and hypothesized paths between derived factors was confirmed using latent variable structural equation modeling. Both models achieved mostly good, and at least acceptable fit, endorsing the robustness of the measure in HE learners. These finding increase understanding of HE learner's relationship with feedback. Here, acceptance of feedback predicts the extent to which learners found the source of feedback credible. Credible source challenge in turn predicts awareness resulting from feedback. Subsequently, awareness predicts motivations to act. These promising results, whilst cross-sectional, also have implications for programmes. Further research employing this instrument is necessary to understand changes in learner attitudes in developing beneficial self-regulated skills that support both programmes of study and graduates in their careers.

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“…Meta-analytical evidence suggests that properly designed SRL interventions can improve learning (Dignath & Büttner, 2008;Panadero, 2017;Sitzmann & Ely, 2011). Interventions to enhance students' SRL include, for example, self-assessment (Panadero & Alonso-Tapia, 2013;Panadero, Jonsson, & Botella, 2017), concept mapping (Gurlitt & Renkl, 2010;Nesbit & Adesope, 2006;Novak & Musonda, 1991), learning diaries (Klug, Ogrin, Keller, Ihringer, & Schmitz, 2011;Schmitz & Wiese, 2006), and learning analytics dashboards (Bodily & Verbert, 2017;Jivet et al, 2017;Sedrakyan et al, 2018). In this study, we are at the intersection of this knowledge base.…”

Section: Related Literaturementioning

confidence: 91%

Curricular Concept Maps as Structured Learning Diaries: Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications

et al. 2019

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The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students' self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders. Notes for Practice• Data about constructs related to self-regulated learning, such as motivation, emotion, and metacognitive experiences, is highly relevant in learning analytics applications.• While this data is difficult to capture automatically, learning diaries can gather process data about students' internal states.• The main contribution of this article is to present a methodology in which concept maps are used as learning diaries to gather meaningful data for learning analytics applications.• In the future, this method of data gathering can be combined with different kinds of learning analytics interventions, including personalized feedback at scale.

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Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses

Cited by 457 publications

References 68 publications

Well Begun is Half Done: Using Online Orientation to Foster Online Students’ Academic Self-Efficacy

Well Begun is Half Done: Using Online Orientation to Foster Online Students’ Academic Self-Efficacy

The Development and Validation of the Feedback in Learning Scale (FLS)

Curricular Concept Maps as Structured Learning Diaries: Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications

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