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Analysis of institutional authors

Gil-Izquierdo MAuthorMedina-Moral EAuthor

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July 31, 2023
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The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks

Publicated to:Assessment & Evaluation in Higher Education. 48 (8): 1223-1239 - 2023-07-11 48(8), DOI: 10.1080/02602938.2023.2236335

Authors: Fraile, Juan; Gil-Izquierdo, Maria; Medina-Moral, Eva

Affiliations

Univ Autonoma Madrid, Dept Appl Econ, Madrid, Spain - Author
Univ Francisco Vitoria, Madrid, Spain - Author
Universidad Autónoma de Madrid - Author
Universidad Francisco de Vitoria - Author

Abstract

Rubrics and scripts are tools that can promote self-assessment. Although similar, rubrics and scripts differ in the metacognitive processes they support, their cognitive demands, how students use them and their focus. While there is ample evidence of the positive effects of rubrics, there is less research on the impact of scripts and their use in collaborative tasks. We aimed to compare the effects of rubrics and scripts on self-regulation, self-efficacy, academic performance and students’ perceptions when used in group tasks on econometrics. A total of 134 university students participated in a quasi-experiment under three conditions (rubrics, scripts, control). Positive effects on self-regulation were found for the experimental groups, and a positive impact on self-efficacy only for the rubric group. Additionally, as previous academic performance differed among conditions, difference-in-differences analysis was employed. In the rubric condition, the students that started from very high levels of academic achievement benefited more from using the rubric. In contrast, in the script condition, it was the students with intermediate or high levels of academic performance who experienced the greatest benefits from employing the script.

Keywords

>scriptself-assessmentself-regulated learningInquiryRubricScriptSelf-assessmentSelf-regulated learning

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Assessment & Evaluation in Higher Education due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2023, it was in position 31/760, thus managing to position itself as a Q1 (Primer Cuartil), in the category Education & Educational Research. Notably, the journal is positioned above the 90th percentile.

From a relative perspective, and based on the normalized impact indicator calculated from the Field Citation Ratio (FCR) of the Dimensions source, it yields a value of: 8.86, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: Dimensions Jul 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-07-16, the following number of citations:

  • WoS: 5
  • Scopus: 6

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-07-16:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 27.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 38 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 7.75.
  • The number of mentions on the social network X (formerly Twitter): 11 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: Last Author (MEDINA MORAL, EVA).