Student self-assessment: Why do they do it?

Zi YAN, Gavin T. L. BROWN, Chi Kin John LEE, Xue-Lan QIU

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35 Citations (Scopus)


This study explores factors that predict students’ self-assessment intentions and practices using a framework based on the Theory of Planned Behaviour (TPB). A total of 1425 Hong Kong students (Primary 4 to Secondary 3) participated in this study. Students’ intentions and practices pertaining to self-assessment and the predictors of their intentions and practices were assessed with 11 self-report scales aligned to the TPB constructs. The psychometric properties of scales were examined with Rasch analysis and the relations among the variables were investigated with path analysis based on Rasch-calibrated person measures. The results showed that attitude, subjective norms, self-efficacy, and perceived controllability were statistically significant predictors on intention to self-assess, while self-efficacy and intention had significant influence on self-assessment practice. Psychological safety was also found to have relatively weak but significant impact on both self-assessment intention and practice. This study lays a foundation for future investigations on how to promote meaningful self-assessment behaviour which is crucial for self-regulated and life-long learning. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)509-532
JournalEducational Psychology
Issue number4
Early online date07 Oct 2019
Publication statusPublished - 2020


Yan, Z., Brown, G. T. L., Lee, J. C.-K., & Qiu, X.-L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532. doi: 10.1080/01443410.2019.1672038


  • Self-assessment
  • Predictor
  • Theory of planned behaviour
  • Rasch measurement


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