Literaturnachweis - Detailanzeige
| Autor/inn/en | Yan, Zi; Chiu, Ming Ming; Ko, Po Yuk |
|---|---|
| Titel | Effects of Self-Assessment Diaries on Academic Achievement, Self-Regulation, and Motivation |
| Quelle | In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 5, S.562-583 (22 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Yan, Zi) ORCID (Chiu, Ming Ming) ORCID (Ko, Po Yuk) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0969-594X |
| DOI | 10.1080/0969594X.2020.1827221 |
| Schlagwörter | Self Evaluation (Individuals); Student Journals; Academic Achievement; Self Management; Student Motivation; Instructional Effectiveness; Self Efficacy; Value Judgment; Secondary School Students; Grade 7; Learning Strategies; Questionnaires; Foreign Countries; Hong Kong; Motivated Strategies for Learning Questionnaire |
| Abstract | Although students who self-assess effectively often learn better, creating effective, low-cost interventions to help them do so is a critical challenge. This study examined the effects of a self-assessment diary intervention on 74 Form 1 (M[subscript age]=12.2 years) students' academic achievement, self-regulation, and motivation. After each homework assignment, students in the experimental group (n=37) completed a standardised self-assessment diary, while students in the control group (n=37) did no additional work. "Difference-in-differences" analyses showed that self-assessment diaries significantly enhanced students' academic achievement, self-efficacy, and intrinsic value. Students with lower past achievement benefited more than other students from the intervention. The intervention had no significant impact on effort regulation and self-reflection. Furthermore, effort-regulation, self-reflection, self-efficacy, and intrinsic value all did not mediate the link between self-assessment diaries and academic achievement. The findings can inform researchers and educators aiming to help students self-assess effectively to improve their learning. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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