Abstract This study investigates the relationship between self-assessment and self-regulated learning (SRL) in upper elementary education, focusing on the distinctions between product and process-based self-assessment and the role of self-assessment accuracy. A four-week intervention involving 187 students explored whether self-assessment practices enhanced SRL across planning, monitoring, control, and reflection phases. Results revealed that practicing a combination of product- and process-based self-assessment led to greater improvements in self-assessment accuracy over time, compared to practicing only product-based assessment. However, no direct improvements in SRL behaviors were observed, suggesting that self-assessment alone may not suffice to foster comprehensive SRL development. Findings highlight the nuanced relationship between self-assessment accuracy and SRL, suggesting that self-assessment may need to be complemented by additional forms of SRL support to yield broader improvements in SRL.
Ebbes et al. (Tue,) studied this question.