All Stories

  1. Unraveling the mechanisms and effectiveness of AI-assisted feedback in education: A systematic literature review

    Article • Computers and Education Open, December 2025, Elsevier

    Dr Zi Yan

  2. Collaborative Lesson Planning Influences Teachers' Self‐Regulated Learning Instruction ( SRL ‐I): The Mediating Role of Perceived Benefits of SRL

    Article • European Journal of Education, October 2025, Wiley

    Dr Zi Yan

  3. Exploring factors influencing students’ self-feedback: insights from a structural equation modeling analysis using an extended theory of planned behavior framework

    Article • Frontiers in Psychology, October 2025, Frontiers

    Dr Zi Yan

  4. Exploring the mediating effect of feedback self-efficacy between students’ self-feedback behavior and academic proficiency

    Article • Frontiers in Psychology, September 2025, Frontiers

    Dr Zi Yan

  5. Adversity Quotient Influences Self-Regulated Learning Strategies via Achievement Motivation Among Chinese University Students

    Article • Education Sciences, August 2025, MDPI AG

    Dr Zi Yan

  6. Technology-mediated self-assessment in higher education: A critical review

    Article • Contemporary Educational Technology, August 2025, Bastas Publications

    Dr Zi Yan

  7. Psychometric properties of the Feedback Literacy Behaviour Scale (FLBS) for Chinese students

    Article • Asia Pacific Journal of Education, July 2025, Taylor & Francis

    Dr Zi Yan

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

    Article • Assessment in Education Principles Policy and Practice, July 2025, Taylor & Francis

    Dr Zi Yan

  9. Effects of GenAI Interventions on Student Academic Performance: A Meta-Analysis

    Article • Journal of Educational Computing Research, June 2025, SAGE Publications

    Dr Zi Yan

  10. Enhancing mathematics achievement through teacher support: The mediating role of student feedback literacy

    Article • The Journal of Educational Research, June 2025, Taylor & Francis

    Dr Zi Yan

  11. Generative artificial intelligence as an enabler of student feedback engagement: a framework

    Article • Higher Education Research & Development, March 2025, Taylor & Francis

    Dr Zi Yan

  12. Empower Students With Internal Feedback: Unpack the Process of Internal Feedback in Language Classrooms

    Article • The Asia-Pacific Education Researcher, March 2025, Springer Science + Business Media

    Dr Zi Yan

  13. From beliefs to behaviors: Conceptualizing and assessing students’ practices that reflect a growth mindset

    Article • Social Psychology of Education, March 2025, Springer Science + Business Media

    Dr Zi Yan

  14. Students’ engagement with ChatGPT feedback: implications for student feedback literacy in the context of generative artificial intelligence

    Article • Assessment & Evaluation in Higher Education, March 2025, Taylor & Francis

    Dr Zi Yan

  15. Teacher instructional practices and strategies for student self-assessment

    Article • Assessment in Education Principles Policy and Practice, March 2025, Taylor & Francis

    Dr Zi Yan

  16. The relationship between formative assessment, science interest, and science achievement: a mediation model

    Article • Educational Psychology, February 2025, Taylor & Francis

    Dr Zi Yan

  17. Self-assessment design in a digital world: centring student agency

    Article • Assessment & Evaluation in Higher Education, February 2025, Taylor & Francis

    Dr Zi Yan

  18. Understanding music teachers’ formative assessment intention and implementation: A Chinese Mainland context

    Article • International Journal of Music Education, January 2025, SAGE Publications

    Dr Zi Yan

  19. The development and validation of the Student Self-feedback Behavior Scale

    Article • Frontiers in Psychology, January 2025, Frontiers

    Dr Zi Yan

  20. Understanding and Developing Student Assessment Literacy

    Article • January 2025, Springer Science + Business Media

    Dr Zi Yan

  21. The Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis

    Article • Educational Psychology Review, November 2024, Springer Science + Business Media

    Dr Zi Yan

  22. Teachers' perceptions of integrating digital technologies into formative assessment

    Article • October 2024, Taylor & Francis

    Dr Zi Yan

  23. Examining the reciprocal influence between undergraduate students’ self-regulation and approaches to learning

    Article • Scandinavian Journal of Educational Research, August 2024, Taylor & Francis

    Dr Zi Yan

  24. Relationships between teacher feedback and English writing proficiency in Chinese students: The mediating effect of writing self-regulated learning strategies

    Article • System, July 2024, Elsevier

    Dr Zi Yan

  25. Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ online assessment practices in changing time

    Article • Research and Practice in Technology Enhanced Learning, February 2024, Asia-Pacific Society for Computers in Education

    Dr Zi Yan

  26. Using Lesson Study to promote teacher assessment literacy

    Article • January 2024, Taylor & Francis

    Dr Zi Yan

  27. The perceived teacher support scale (PTSS) for students: Development and psychometric studies

    Article • International Journal of Educational Research, January 2024, Elsevier

    Dr Zi Yan

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

    Article • Teachers and Teaching, November 2023, Taylor & Francis

    Dr Zi Yan

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

    Article • Assessment & Evaluation in Higher Education, August 2023, Taylor & Francis

    Dr Zi Yan

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

    Article • Educational Psychology Review, August 2023, Springer Science + Business Media

    Dr Zi Yan

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

    Article • Teacher Development, June 2023, Taylor & Francis

    Dr Zi Yan

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

    Article • Studies In Educational Evaluation, June 2023, Elsevier

    Dr Zi Yan

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

    Article • Assessment in Education Principles Policy and Practice, March 2023, Taylor & Francis

    Dr Zi Yan

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

    Article • Assessment in Education Principles Policy and Practice, March 2023, Taylor & Francis

    Dr Zi Yan

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

    Article • Studies In Educational Evaluation, March 2023, Elsevier

    Dr Zi Yan

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

    Article • British Journal of Educational Technology, February 2023, Wiley

    Dr Zi Yan

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

    Article • Computers & Education, February 2023, Elsevier

    Dr Zi Yan

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

    Article • Educational Research Review, November 2022, Elsevier

    Dr Zi Yan

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

    Article • International Journal of Environmental Research and Public Health, September 2022, MDPI AG

    Dr Zi Yan

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

    Article • British Educational Research Journal, September 2022, Wiley

    Dr Zi Yan

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

    Article • Studies In Educational Evaluation, September 2022, Elsevier

    Dr Zi Yan

  42. Student Self-Assessment as a Process for Learning

    Article • August 2022, Taylor & Francis

    Dr Zi Yan

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

    Article • Studies In Educational Evaluation, June 2022, Elsevier

    Dr Zi Yan

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

    Article • Teaching and Teacher Education, June 2022, Elsevier

    Dr Zi Yan

  45. Re-Developing the Adversity Response Profile for Chinese University Students

    Article • International Journal of Environmental Research and Public Health, May 2022, MDPI AG

    Dr Zi Yan

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

    Article • European Journal of Psychology of Education, May 2022, Springer Science + Business Media

    Dr Zi Yan

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

    Article • Frontiers in Psychology, May 2022, Frontiers

    Dr Zi Yan

  48. Examiner Quality and Consistency across LanguageCert Writing Tests

    Article • International Journal of TESOL Studies, April 2022, International TESOL Union

    Dr Zi Yan

  49. Development and Validation of an EFL Speaking Self-Efficacy Scale in the Self-Regulated Learning Context

    Article • The Journal of AsiaTEFL, March 2022, The Journal of Asia TEFL

    Dr Zi Yan

  50. Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale

    Article • Journal of Psychoeducational Assessment, March 2022, SAGE Publications

    Dr Zi Yan

  51. Application of an Automated Essay Scoring engine to English writing assessment using Many-Facet Rasch Measurement

    Article • Language Testing, February 2022, SAGE Publications

    Dr Zi Yan

  52. The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis

    Article • Assessment & Evaluation in Higher Education, December 2021, Taylor & Francis

    Dr Zi Yan

  53. Self-assessment is about more than self: the enabling role of feedback literacy

    Article • Assessment & Evaluation in Higher Education, November 2021, Taylor & Francis

    Dr Zi Yan

  54. Formative assessment, growth mindset, and achievement: examining their relations in the East and the West

    Article • Assessment in Education Principles Policy and Practice, October 2021, Taylor & Francis

    Dr Zi Yan

  55. The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective

    Article • Educational Psychology, August 2021, Taylor & Francis

    Dr Zi Yan

  56. Formative Assessment Practices in Special School Classrooms With the Support of E-Books: A Case Study

    Article • Frontiers in Education, July 2021, Frontiers

    Dr Zi Yan

  57. Assessment as Learning

    Article • June 2021, Taylor & Francis

    Dr Zi Yan

  58. Assessment-as-learning in the global assessment reforms

    Article • June 2021, Taylor & Francis

    Dr Zi Yan

  59. Conceptualising assessment-as-learning

    Article • June 2021, Taylor & Francis

    Dr Zi Yan

  60. Dancing with chains: How does assessment-as-learning fit in China?

    Article • June 2021, Taylor & Francis

    Dr Zi Yan

  61. Involved and autonomy-supportive teachers make reflective students: Linking need-supportive teacher practices to student self-assessment practices

    Article • June 2021, Taylor & Francis

    Dr Zi Yan

  62. The conceptualisation of student self-assessment literacy

    Article • June 2021, Taylor & Francis

    Dr Zi Yan

  63. Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing

    Article • Studies In Educational Evaluation, March 2021, Elsevier

    Prof. Gavin T L Brown, Dr Zi Yan

  64. Self-regulatory school climate, group regulation and individual regulatory ability: towards a model integrating three domains of self-regulated learning

    Article • Educational Studies, February 2021, Taylor & Francis

    Dr Zi Yan

  65. Validation of a Subject-Specific Student Self-Assessment Practice Scale (SaPS) Among Secondary School Students in the Philippines

    Article • Journal of Psychoeducational Assessment, February 2021, SAGE Publications

    Dr Zi Yan

  66. A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment

    Article • Assessment in Education Principles Policy and Practice, February 2021, Taylor & Francis

    Dr Zi Yan

  67. Assessment-as-learning in classrooms: the challenges and professional development

    Article • Journal of Education for Teaching International Research and Pedagogy, February 2021, Taylor & Francis

    Dr Zi Yan

  68. An Educational Intervention on Chinese Business Students’ Orientation Towards Corporate Social Responsibility

    Article • Journal of Business Ethics Education, January 2021, Philosophy Documentation Center

    Professor Kerry John Kennedy, Dr Zi Yan

  69. Emotions in Learning, Teaching, and Leadership

    Article • December 2020, Taylor & Francis

    Jinxin Zhu, Dr Zi Yan

  70. Psychometric properties of the Self‐assessment Practice Scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis

    Article • International Journal of Training and Development, September 2020, Wiley

    Dr Zi Yan

  71. Effects of self-assessment diaries on academic achievement, self-regulation, and motivation

    Article • Assessment in Education Principles Policy and Practice, September 2020, Taylor & Francis

    Dr Zi Yan

  72. Applying the Rasch Model

    Article • July 2020, Taylor & Francis

    Dr Zi Yan

  73. Developing a Short Form of the Self-Assessment Practices Scale: Psychometric Evidence

    Article • Frontiers in Education, January 2020, Frontiers

    Dr Zi Yan

  74. Student self-assessment: why do they do it?

    Article • Educational Psychology, October 2019, Taylor & Francis

    Dr Zi Yan, Prof. Gavin T L Brown

  75. Self-assessment in the process of self-regulated learning and its relationship with academic achievement

    Article • Assessment & Evaluation in Higher Education, June 2019, Taylor & Francis

    Dr Zi Yan

  76. Validation of a translated measurement scale to assess Chinese business students’ orientation toward corporate social responsibility

    Article • Journal of Education for Business, February 2019, Taylor & Francis

    Dr Zi Yan, Professor Kerry John Kennedy

  77. Formative and summative assessment in Hong Kong primary schools: students’ attitudes matter

    Article • Assessment in Education Principles Policy and Practice, February 2019, Taylor & Francis

    Dr Zi Yan

  78. A qualitative study of markers’ perceptions on onscreen marking in five subject areas

    Article • Educational Research and Evaluation, March 2018, Taylor & Francis

    Dr Zi Yan

  79. The Self-assessment Practice Scale (SaPS) for Students: Development and Psychometric Studies

    Article • The Asia-Pacific Education Researcher, February 2018, Springer Science + Business Media

    Dr Zi Yan

  80. Exporting to China: The Future of a Genuine Collaboration with the West

    Article • January 2018, Springer Science + Business Media

    Dr Zi Yan

  81. How teachers’ beliefs and demographic variables impact on self-regulated learning instruction

    Article • Educational Studies, September 2017, Taylor & Francis

    Dr Zi Yan

  82. Using Adjustments to Support the Learning and Assessment Needs of Students with Disabilities: Macau and Mainland China Teachers’ Report

    Article • International Journal of Disability Development and Education, July 2017, Taylor & Francis

    Dr Zi Yan, Dr Michael Drummond Davies

  83. A cyclical self-assessment process: towards a model of how students engage in self-assessment

    Article • Assessment & Evaluation in Higher Education, November 2016, Taylor & Francis

    Dr Zi Yan, Prof. Gavin T L Brown

  84. Student self-assessment practices: the role of gender, school level and goal orientation

    Article • Assessment in Education Principles Policy and Practice, August 2016, Taylor & Francis

    Dr Zi Yan

  85. The Eighth Validation Study: The Effects of Key Demographic Variables on Markers’ Perceived Ease of Use and Acceptance of Onscreen Marking

    Article • January 2016, Springer Science + Business Media

    Dr Zi Yan

  86. The Final Validation Study: A Comparative Picture of the Ease of Use and Acceptance of Onscreen Marking by Markers Across Subject Areas

    Article • January 2016, Springer Science + Business Media

    Dr Zi Yan

  87. The Sixth Validation Study: Assessing the Ease of Use in the Environment and Markers’ Acceptance of Onscreen Marking in Hong Kong in Three Subject Areas: A Rasch Measurement Perspective

    Article • January 2016, Springer Science + Business Media

    Dr Zi Yan

  88. A comparative picture of the ease of use and acceptance of onscreen marking by markers across subject areas

    Article • British Journal of Educational Technology, May 2015, Wiley

    Dr Zi Yan

  89. Primary teachers' attitudes, intentions and practices regarding formative assessment

    Article • Teaching and Teacher Education, January 2015, Elsevier

    Dr Zi Yan, Eric Cheng

  90. The effects of key demographic variables on markers’ perceived ease of use and acceptance of onscreen marking

    Article • Assessment in Education Principles Policy and Practice, October 2014, Taylor & Francis

    Dr Zi Yan

  91. Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong

    Article • Educational Studies, September 2014, Taylor & Francis

    Dr Zi Yan

  92. Exploring the intentions and practices of principals regarding inclusive education: an application of the Theory of Planned Behaviour

    Article • Cambridge Journal of Education, August 2014, Taylor & Francis

    Dr Zi Yan

  93. Asia's High Performing Education Systems

    Article • July 2014, Taylor & Francis

    Dr Zi Yan, Eric Cheng, Professor Kerry John Kennedy

  94. Predicting teachers' intentions to implement school-based assessment using the theory of planned behaviour

    Article • Educational Research and Evaluation, January 2014, Taylor & Francis

    Dr Zi Yan

  95. Assessing the ease of use in the environment and markers' acceptance of on screen marking: a Rasch measurement perspective

    Article • Educational Research and Evaluation, July 2013, Taylor & Francis

    Dr Zi Yan

  96. Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: a Rasch analysis

    Article • Educational Psychology, May 2013, Taylor & Francis

    Dr Zi Yan

  97. Inclusive education: teachers' intentions and behaviour analysed from the viewpoint of the theory of planned behaviour

    Article • International Journal of Inclusive Education, January 2013, Taylor & Francis

    Dr Zi Yan

  98. Validating the coping scale for Chinese athletes using multidimensional Rasch analysis

    Article • Psychology of Sport and Exercise, May 2012, Elsevier

    Dr Zi Yan

  99. A Concurrent-Separate Approach to Vertical Scaling

    Article • January 2012, Springer Science + Business Media

    Dr Zi Yan

  100. Developing a Rasch Measurement Physical Fitness Scale for Hong Kong Primary School-Aged Students

    Article • Measurement in Physical Education and Exercise Science, July 2011, Taylor & Francis

    Dr Zi Yan

  101. An action research‐ based psychological intervention on swimming: On the issue of “frontrun and follow”

    Article • International Journal of Sport and Exercise Psychology, January 2009, Taylor & Francis

    Dr Zi Yan