أبو الحمد، زينب (2019). أثر التغذية الراجعة على التقييم الذاتي للأداء التدريسي للطالبات المعلمات تخصص رياضيات بکلية العلوم والآداب بجامعة نجران، المجلة العلمية لكلية التربية جامعة أسيوط، 35(3) ج2، 118- 139، https://doi.org/10.21608/mfes.2019.104069
أوانغ، زين الدين و أفثانورهان، أشرف (2020). نمذجة المعادلات البنائية باستخدام برنامج أموس AMOS: دليل لتعلم نمذجة المعادلات البنائية (ترجمة إبراهيم مخيمر). شركة دار البيروني للنشر والتوزيع (الكتاب الأصلي نشر عام 2017)
الجار، ثريا (2021). بناء مقياس التقييم الذاتي للأداء التدريسي لعضو هيئة التدريس في القاعات التدريسية في جامعة شقراء. مجلة العلوم التربوية والدراسات الإنسانية، 6(14), 368–405، https://doi.org/10.55074/hesj.v6i14.214
الرقيشية، هنادي و العامري، محمد (2022). تصورات طلبة قسم التربية الفنية بجامعة السلطان قابوس حول التقييم الذاتي، والتحديات التي تواجه تطبيقه في تدريس الفنون التشكيلية، مجلة الدراسات التربوية والنفسية - جامعة السلطان قابوس، 16(1)، 74- 89. https://doi.org/10.24200/jeps.vol16iss1pp74-89
العنزي، سعود (2021). النمذجة البنائية للعلاقات بين التقييم الذاتي والكفاءة الذاتية والتعلم المنظّم ذاتيًا وتقدير الذات لدى طلاب الكليات الصحية. مجلة دراسات تربوية واجتماعية جامعة حلوان، 27(32)، 249- 282. doi: 10.21608/jsu.2021.300421
ترجمة المراجع العربية:
Abu Al-Hamad, Z. (2019). Athar Al-Taghziyah Al-R?ja‘ah ‘ala Al-Taqy?m Al-Dh?ti lil-Ad?’ Al-Tadr?s? lil-??lib?t Al-Mu‘allim?t Takha??u? Riy??iyy?t bi-Kulliyyat Al-‘Ul?m wa Al-?d?b bi-J?mi‘at Najr?n (in Arabic). Al-Majallah Al-‘Ilmiyya li-Kulliyyat Al-Tarbiyya, Asyut University, 35(3, Part 2), 118–139. https://doi.org/10.21608/mfes.2019.104069
Al-Anzi, S. (2021). Al-Namdhajah Al-Ban?’iyya lil-‘Al?q?t Bayn Al-Taqy?m Al-Dh?ti wa Al-Kaf?’ah Al-Dh?tiyah wa Al-Ta‘allum Al-Munazzam Dh?tiyyan wa Taqd?r Al-Dh?t ?udhu ?ull?b Al-Kuliyy?t Al-?i??iyya (in Arabic). Majallat Dir?s?t Tarbawiyya wa Ijtim?‘iyya, J?mi‘at Helwan, 27(32), 249–282. https://doi.org/10.21608/jsu.2021.300421
Al-Jar, T. (2021). Bin?’ Miqy?s Al-Taqy?m Al-Dh?ti lil-Ad?’ Al-Tadr?s? li-‘U?w Hay’at Al-Tadr?s fi Al-Q?‘?t Al-Tadr?siyya fi J?mi‘at Shaqra (in Arabic). Majallat Al-‘Ul?m Al-Tarbawiyya wa Al-Dir?s?t Al-Ins?niyya, 6(14), 368–405. https://doi.org/10.55074/hesj.v6i14.214
Al-Ruqaysh?yah, H., & Al-‘?mr?, M. (2022). Tasawwur?t ?ull?b Qism Al-Tarbiyya Al-Fanniyya bi-J?mi‘at Al-Sul??n Q?b?s ?awla Al-Taqy?m Al-Dh?ti, wa Al-Ta?addiy?t allat? Tuw?jihu Tathb?qah fi Tadr?s Al-Fun?n Al-Tashk?l?yah (in Arabic). Majallat Al-Dir?s?t Al-Tarbawiyya wa Al-Nafsiyya, J?mi‘at Al-Sul??n Q?b?s, 16(1), 74–89. https://doi.org/10.24200/jeps.vol16iss1pp74-89
Awang, Z. D., & Afthanorhan, A. (2020). Namdhajah Al-Mu‘?dad?t Al-Ban?’iyya Bistikh??m Barn?maj AMOS: Dal?l li-Ta‘allum Namdhajah Al-Mu‘?dad?t Al-Ban?’iyya (I. Mukhaymar, Trans.) (in Arabic). Dar Al-Biruni lil-Nashr wa Al-Tawz?‘. (Original work published 2017)
المراجع الأجنبية:
Albakri, R. H. (2024). Using Self-assessment Tools to Enhance English Language Skills in an Online Learning Environment. Arab World English Journal, 15(2), 40–51. https://doi.org/10.24093/awej/vol15no2.3
Alibakhshi, G., & Sarani, A. (2014). Self-assessment impact on EFL learners’ speaking fluency and accuracy: Does level of proficiency matter. Teaching English Language, 8(2), 119–143. https://doi.org/10.22132/tel.2014.53820
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing (Revised). AERA.
Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00087
Blunch, N. J. (2013). Introduction to Structural Equation Modeling using IBM SPSS Statistics and AMOS. SAGE Publications, Ltd. https://doi.org/10.4135/9781526402257
Browne, M. W., & Cudeck, R. (1992). Alternative Ways of Assessing Model Fit. Sociological Methods & Research, 21(2), 230–258. https://doi.org/10.1177/0049124192021002005
Burnham, K. P., Anderson, D. R., & Huyvaert, K. P. (2011). AIC model selection and multimodel inference in behavioral ecology: some background, observations, and comparisons. Behavioral Ecology and Sociobiology, 65(1), 23–35. https://doi.org/10.1007/s00265-010-1029-6
Byrne, B. (1994). Structural equation modeling with EQS and EQS/Windows. Sage Publications.
Byrne, B. (2016). Adaptation of Assessment Scales in Cross-National Research: Issues, Guidelines, and Caveats. International Perspectives in Psychology, 5(1), 51–65. https://doi.org/10.1037/ipp0000042
Carrasco-Aldunate, P., Pedrero, V., Reynaldos-Grand?n, K., & Araya, A. X. (2025). Validation of the Spanish version of the self-assessment practice scale in first-year nursing students. Nurse Education in Practice, 85, 104378. https://doi.org/10.1016/J.NEPR.2025.104378
Cho, E. (2025). Reliability and omega hierarchical in multidimensional data: A comparison of various estimators. Psychological Methods, 30(1), 40–59. https://doi.org/10.1037/met0000525
Diamantopoulos, A., & Siguaw, J. (2000). Introducing LISREL. Sage Publications.
Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.). Prentice-Hall, Inc. .
Hair, J., Black, W., Babin, B., & Anderson, R. (2019). Multivariate Data Analysis (8th ed.). Cengage.
Hannawa, A. F. (2017). Validation. In C. R. Scott & L. Lewis (Eds.), The International Encyclopedia of Communication Research Methods (pp. 1–6). Wiley. https://doi.org/10.1002/9781118901731.iecrm0258
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
International Test Commission. (2017). ITC Guidelines for Translating and Adapting Tests (2nd Edition). https://www.intestcom.org/files/guideline_test_adaptation_2ed.pdf
Karaman, P. (2021). The Impact of Self-assessment on Academic Performance: A Meta-analysis Study. International Journal of Research in Education and Science, 7(4), 1151–1166. https://doi.org/10.46328/ijres.2344
Kline, R. (2015). Principles and Practice of Structural Equation Modeling. Guilford publications.
Ma, W., & Winke, P. (2019). Self?assessment: How reliable is it in assessing oral proficiency over time? Foreign Language Annals, 52(1), 66–86. https://doi.org/10.1111/flan.12379
Mekheimer, M. A. (2024). Beyond Bubble Sheet Tests: Enhancing Reading & Writing with Self-Assessment Strategies for EFL College Students. Sohag University International Journal of Educational Research, 10, 101–146.
Mendoza, N. B., & Yan, Z. (2021). Validation of a Subject-Specific Student Self-Assessment Practice Scale (SaPS) Among Secondary School Students in the Philippines. Journal of Psychoeducational Assessment, 39(4), 481–493. https://doi.org/10.1177/0734282921994374
Mendoza, N. B., & Yan, Z. (2023). Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement. Studies in Educational Evaluation, 77, 101249. https://doi.org/10.1016/j.stueduc.2023.101249
Mendoza, N. B., Yan, Z., & King, R. B. (2023). Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement. European Journal of Psychology of Education, 38(2), 607–630. https://doi.org/10.1007/s10212-022-00620-1
Metatha, H., & Nedjai, M. S. (2015). Using Self-assessment As An Innovative Practice To Promote Self-directed Language Learning In Higher Education. Social and Human Sciences Review, University of Batna, 16(32), 7–20.
Meusen-Beekman, K. D., Joosten-ten Brinke, D., & Boshuizen, H. P. A. (2016). Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation, 51, 126–136. https://doi.org/10.1016/j.stueduc.2016.10.008
Ozarslan, Y., & Ozan, O. (2016). Self?Assessment Quiz Taking Behaviour Analysis in an Online Course. European Journal of Open, Distance and E-Learning, 19(2), 15–31. https://doi.org/10.1515/eurodl-2016-0005
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004
Panadero, E., Jonsson, A., & Strijbos, J.-W. (2016). Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (pp. 311–326). https://doi.org/10.1007/978-3-319-39211-0_18
Papanthymou, A., & Darra, M. (2018). The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review. Journal of Education and Learning, 8(1), 48. https://doi.org/10.5539/jel.v8n1p48
Pastore, S., Yan, Z., & Lao, H. (2025). Teacher instructional practices and strategies for student self-assessment. Assessment in Education: Principles, Policy & Practice, 1–21. https://doi.org/10.1080/0969594X.2025.2510204
Qasem, F. A. A. (2020). The Effective Role of Learners’ Self-Assessment Tasks in Enhancing Learning English as a Second Language. Arab World English Journal, 11(3), 502–514. https://doi.org/10.24093/awej/vol11no3.33
Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self-Assessment: The Effect on Students’ Independence and Writing Competence. International Journal of Instruction, 11(3), 277–290. https://doi.org/10.12973/iji.2018.11320a
Rezvani, R., & Khadivikia, F. (2025). IELTS and TOEFL Applicants’ Self-Assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation. Journal of Modern Research in English Language Studies, 12(2).
R?nkk?, M., & Cho, E. (2022). An Updated Guideline for Assessing Discriminant Validity. Organizational Research Methods, 25(1), 6–14. https://doi.org/10.1177/1094428120968614
Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H. (2017). Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis. Journal of Educational Psychology, 109(8), 1049–1066. https://doi.org/10.1037/edu0000190
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research, 8(2), 23–74.
Sharma, R., Jain, A., Gupta, N., Garg, S., Batta, M., & Dhir, S. (2016). Impact of self-assessment by students on their learning. International Journal of Applied and Basic Medical Research, 6(3), 226. https://doi.org/10.4103/2229-516X.186961
Yan, Z. (2016a). Student self-assessment practices: the role of gender, school level and goal orientation. Assessment in Education: Principles, Policy & Practice, 25(2), 183–199. https://doi.org/10.1080/0969594X.2016.1218324
Yan, Z. (2016b). The Self-assessment Practices of Hong Kong Secondary Students: Findings with a New Instrument. Journal of Applied Measurement, 17(3), 335–353.
Yan, Z. (2018). The Self-assessment Practice Scale (SaPS) for Students: Development and Psychometric Studies. The Asia-Pacific Education Researcher, 27(2), 123–135. https://doi.org/10.1007/s40299-018-0371-8
Yan, Z. (2019). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224–238. https://doi.org/10.1080/02602938.2019.1629390
Yan, Z. (2020). Developing a Short Form of the Self-Assessment Practices Scale: Psychometric Evidence. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00153
Yan, Z., & Brown, G. T. L. (2016). A cyclical self-assessment process: towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247–1262. https://doi.org/10.1080/02602938.2016.1260091
Yan, Z., Brown, G. T. L., Lee, J. C.-K., & Qiu, X.-L. (2019). Student self-assessment: why do they do it? Educational Psychology, 40(4), 509–532. https://doi.org/10.1080/01443410.2019.1672038
Yan, Z., Brubacher, S., Boud, D., & Powell, M. (2020). Psychometric properties of the Self?assessment Practice Scale for professional training contexts: evidence from confirmatory factor analysis and Rasch analysis. International Journal of Training and Development, 24(4), 357–373. https://doi.org/10.1111/ijtd.12201
Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 27(5), 562–583. https://doi.org/10.1080/0969594X.2020.1827221
Yan, Z., Wang, X., Boud, D., & Lao, H. (2023). The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education, 48(1), 1–15. https://doi.org/10.1080/02602938.2021.2012644
Yang, A. C. M., Chen, I. Y. L., Flanagan, B., & Ogata, H. (2022). How students’ self-assessment behavior affects their online learning performance. Computers and Education: Artificial Intelligence, 3, 100058. https://doi.org/10.1016/j.caeai.2022.100058
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–40). Academic Press.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2015). Self-regulated learning: Theories, measures, and outcomes. In J. D. Wright (Ed.), International encyclopedia of the social & behavioral sciences (2nd ed., pp. 541–546). Elsevier.
Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of Self-Regulation of Learning and Performance. Routledge.