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

Ernesto Panadero, Anders Jönsson, Juan Botella

Research output: Contribution to journalArticlepeer-review

253 Citations (Scopus)


This meta-analytic review explores the effects of self-assessment on students' self-regulated learning (SRL) and self-efficacy. A total of 19 studies were included in the four different meta-analyses conducted with a total sample of 2305 students. The effects sizes from the three meta-analyses addressing effects on different measures of SRL were 0.23, 0.65, and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73. In addition, it was found that gender (with girls benefiting more) and certain self-assessment components (such as self-monitoring) were significant moderators of the effects on self-efficacy. These results point to the importance of self-assessment interventions to promote students’ use of learning strategies and its effects on motivational variables such as self-efficacy.

Original languageEnglish
Pages (from-to)74-98
Number of pages24
JournalEducational Research Review
Publication statusPublished - 2017

Swedish Standard Keywords

  • Educational Sciences (503)


  • Emotional regulation
  • Gender educational differences
  • Learning strategies
  • Motivation
  • Self-assessment
  • Self-efficacy
  • Self-regulated learning
  • Self-regulated learning measurement
  • Self-regulation


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