Yan, ZiLao, HonglingPanadero, ErnestoFernández Castilla, Belén2026-08-062026-08-062026-06-07Yan, 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.2026.26816300969-594X10.1080/0969594X.2026.2681630https://hdl.handle.net/20.500.14454/6472Self-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.eng© 2026 The Author(s)Affective outcomeLearning strategyMeta-analysisPeer-assessmentSelf-assessmentreview article2026-08-061465-329X