Sandra Liliana Camargo Salamanca, Andy Parra-Martínez, Ammi Chang, Yukiko Maeda, Anne Traynor
{"title":"The Effect of Scoring Rubrics Use on Self-Efficacy and Self-Regulation","authors":"Sandra Liliana Camargo Salamanca, Andy Parra-Martínez, Ammi Chang, Yukiko Maeda, Anne Traynor","doi":"10.1007/s10648-024-09906-w","DOIUrl":null,"url":null,"abstract":"<p>This meta-analysis explores the effect of using scoring rubrics on self-efficacy and self-regulation in K-16 formal learning settings and its potential moderators. From the literature, we identified 14 relevant experimental or quasi-experimental primary studies conducted with a total of 2793 students. We retrieved 17 effect sizes for self-efficacy and 18 effect sizes for self-regulation outcomes from the primary studies. Rubric use has a statistically significant moderate to large positive effect on students’ self-efficacy (Hedges’ <i>g</i> = 0.39) and self-regulation (Hedges’ <i>g</i> = 1.00). Large within- and -between study variability of effect sizes is common: self-efficacy (Hedges’ <i>g:</i> −.06; 2.47) and self-regulation (Hedges’ <i>g</i>: −1.17; 3.30). We found no significant moderation of the effect of rubric use by students’ level of education, providing feedback, or instruction using the rubric, whereas there is evidence of an effect of rubrics on self-efficacy and self-regulation, variability of theoretical approaches, measures, and implementation quality raise questions about best practices for rubric development and use.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"63 1","pages":""},"PeriodicalIF":10.1000,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10648-024-09906-w","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
This meta-analysis explores the effect of using scoring rubrics on self-efficacy and self-regulation in K-16 formal learning settings and its potential moderators. From the literature, we identified 14 relevant experimental or quasi-experimental primary studies conducted with a total of 2793 students. We retrieved 17 effect sizes for self-efficacy and 18 effect sizes for self-regulation outcomes from the primary studies. Rubric use has a statistically significant moderate to large positive effect on students’ self-efficacy (Hedges’ g = 0.39) and self-regulation (Hedges’ g = 1.00). Large within- and -between study variability of effect sizes is common: self-efficacy (Hedges’ g: −.06; 2.47) and self-regulation (Hedges’ g: −1.17; 3.30). We found no significant moderation of the effect of rubric use by students’ level of education, providing feedback, or instruction using the rubric, whereas there is evidence of an effect of rubrics on self-efficacy and self-regulation, variability of theoretical approaches, measures, and implementation quality raise questions about best practices for rubric development and use.
期刊介绍:
Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.