A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes

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dc.contributor.authorYan, Zi
dc.contributor.authorLao, Hongling
dc.contributor.authorPanadero, Ernesto
dc.contributor.authorFernández Castilla, Belén
dc.date.accessioned2026-08-06T06:39:27Z
dc.date.available2026-08-06T06:39:27Z
dc.date.issued2026-06-07
dc.date.updated2026-08-06T06:39:27Z
dc.description.abstractSelf-assessment (SA) and peer-assessment (PA) are increasingly studied for their effects on learning strategies and affective outcomes. This review examined the effect of SA and PA on eight groups of outcome variables: four self-regulated learning strategies (general regulatory strategies, (meta)cognitive strategies, regulation of motivation, regulation of the resources and the environment) and four affective outcomes (attitude, emotion, motivation, and self-efficacy). The analysis included 353 effect sizes from 75 peer-reviewed studies involving K-12 to higher education students, using experimental or quasi-experimental designs. Three-level model analyses showed that SA and PA had positive effects on desirable learning strategies and affective outcomes (Hedges’ g = 0.205 to 0.683). Comparatively, SA interventions demonstrate a larger mean effect size on motivation than PA. Additionally, four significant moderators were identified. Overall, the findings provide preliminary evidence that SA and PA support student learning beyond academic performance, with effect strength varying by outcome category and study quality.en
dc.description.sponsorshipThe first author was supported by a General Research Fund (GRF) [Project No: EdUHK 18609321]from the Research Grants Council of Hong Kong. The third author was supported via SpanishMinistry of Science, Innovation and Universities under grant [PID2024-156609NB-I00]en
dc.identifier.citationYan, Z., Lao, H., Panadero, E., & Fernández-Castilla, B. (2026). A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes . Assessment in Education: Principles, Policy and Practice, 33(3), 209-247. Routledge. https://doi.org/10.1080/0969594X.2026.2681630
dc.identifier.doi10.1080/0969594X.2026.2681630
dc.identifier.eissn1465-329X
dc.identifier.issn0969-594X
dc.identifier.urihttps://hdl.handle.net/20.500.14454/6472
dc.language.isoeng
dc.publisherRoutledge
dc.rights© 2026 The Author(s)
dc.subject.otherAffective outcome
dc.subject.otherLearning strategy
dc.subject.otherMeta-analysis
dc.subject.otherPeer-assessment
dc.subject.otherSelf-assessment
dc.titleA meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomesen
dc.typereview article
dcterms.accessRightsopen access
oaire.citation.endPage247
oaire.citation.issue3
oaire.citation.startPage209
oaire.citation.titleAssessment in Education: Principles, Policy and Practice
oaire.citation.volume33
oaire.licenseConditionhttps://creativecommons.org/licenses/by-nc-nd/4.0/
oaire.versionVoR
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