Learning and practicing simultaneously: the synergistic effect of online self-assessment diaries and teacher self-assessment instruction on learning and growth mindset

2025/05/04 by Zi Yan, Norman B. Mendoza · 1 voice
Psychology · Social Sciences · #Educational Strategies and Epistemologies #Innovative Teaching and Learning Methods #Reflective Practices in Education

paper · doi:10.1080/0969594x.2025.2534134

openalex publication_date 2025/05/04 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/15

Abstract

Self-assessment (SA) interventions show promise for enhancing learning and motivational outcomes, yet their effectiveness varies considerably depending on implementation approaches. This randomised controlled experiment examined whether combining teacher instruction with student SA diaries creates synergistic effects beyond either approach alone. Over 10 weeks, 118 Grade 10 students were assigned to four conditions: SA Diary only, SA Instruction only, SA Diary + Instruction, or Control, with English language learning achievement and growth mindset as outcomes. Results revealed that only the combined SA Diary + Instruction condition yielded significant improvements in objective learning outcomes and growth mindset compared to other conditions. Neither SA instruction nor SA diaries alone produced benefits relative to control. Multilevel analysis of 1,068 diary entries showed the combined intervention consistently promoted higher growth mindset throughout the intervention period. These findings suggest that learning SA principles and practicing SA skills simultaneously is crucial for intervention efficacy. Implications and limitations are discussed.

Citations

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Discussions

• In our new paper, we ran a 10-week experiment with Filipino high school students to test whether self-assessment diaries can boost learning and growth mindset. Those who engaged with diaries AND recei [bsky, 2 points, 1 comments]

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