Zi Yan - Dissemin

All papers authored by Zi Yan

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2023 Junjun Chen

, Lutong Zhang, Xinlin Li, Yingxiu Li, Wendan Xu, Zi Yan

The multidimensional teacher well-being: a mixed-methods approach

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Phillip Dawson

, Zi Yan

, Anastasiya Lipnevich

, Joanna Tai

, David Boud

, Paige Mahoney

Measuring what learners do in feedback: the feedback literacy behaviour scale

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Zi Yan

, Ernesto Panadero

, Xiang Wang

, Ying Zhan

A Systematic Review on Students’ Perceptions of Self-Assessment: Usefulness and Factors Influencing Implementation

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Ziqi Li

, Zi Yan

, Kinnie Kin Yee Chan, Ying Zhan, Wu Yuan Guo

The role of a professional development program in improving primary teachers’ formative assessment literacy

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Norman B. Mendoza, Zi Yan

Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement

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Zi Yan

, Ronnel B. King

Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers

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Lan Yang

, Zi Yan

, Di Zhang, David Boud, Jesus Alfonso Datu

Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices

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Zi Yan

, Sonja Brubacher

, David Boud, Martine Powell

The influence of self-assessment practices on online training for investigative interviewing skills

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Ying Zhan, Zi Yan

, Zhi Hong Wan

, Xiang Wang, Ye Zeng, Min Yang, Lan Yang

Effects of online peer assessment on higher‐order thinking: A meta‐analysis

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Norman B. Mendoza

, Zi Yan

, Ronnel B. King

Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance

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This paper was not found in any repository; the policy of its publisher is unknown or unclear.

Zi Yan

Student self-assessment as a process for learning

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2022 Zi Yan

, Hongling Lao, Ernesto Panadero, Belen Fernández-Castilla, Lan Yang, Min Yang

Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis

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This paper is made freely available by the publisher.

Dongqing Yu, Junjun Chen, Xinlin Li

, Zi Yan

Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

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Zi Yan

, Ming Chiu

The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions

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Zi Yan

, Serafina Pastore

Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale

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Zi Yan

, Ming Ming Chiu, Eric Chi Keung Cheng

Predicting teachers’ formative assessment practices: Teacher personal and contextual factors

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Norman B. Mendoza, Eric C. K. Cheng, Zi Yan

Assessing teachers’ collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model

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Xiang Wang, Zi Yan

, Yichao Huang, Anqi Tang, Junjun Chen

Re-Developing the Adversity Response Profile for Chinese University Students

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Norman B. Mendoza

, Zi Yan

, Ronnel B. King

Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

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Zi Yan

, John Chi-Kin Lee, Sammy King Fai Hui, Hongling Lao

Enhancing Students’ Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps

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All papers authored by Zi Yan