Examining need-supportive contexts and motivation as psychosocial antecedents of students’ self-assessment practice : using the self-system model of motivational development as an integrative framework /

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Student Theses

2022

Mendoza, Norman Biliwang

Hong Kong : The Education University of Hong Kong

Thesis

This thesis examines the social and internal factors that influence self-assessment practice and its implications on learning by integrating self-assessment practice and self-determination theory within the self-system model of motivational development. In doing so, the interplay of social contexts in school, motivational factors, and student self-assessment practice can be theoretically understood and examined. The thesis consists of three empirical studies that foreground research conducted in a Southeast Asian context and in a specific learning domain (i.e., English language learning) in secondary school. Study 1, published in the Journal of Psychoeducational Assessment, analysed cross-sectional data using multidimensional Rasch analysis, confirmatory factor analysis, and structural equation modelling to examine the validity of a subject-specific Self-assessment Practice Scale (SaPS; Yan, 2018) among Filipino secondary school students. The results highlight the reliability and the within- and between-network validity of the subject-specific SaPS. This instrument was used in the subsequent studies. Study 2, published in the European Journal of Psychology of Education, demonstrates how social (i.e., need-supportive teaching) and psychological factors (i.e., autonomous and controlled motivation) predict self-assessment practice and its impact on objective achievement scores in English language learning. In this study, self-report and objective achievement data were collected prospectively, and multilevel mediation was performed on Rasch-calibrated person measures. Finally, Study 3 is an experimental study that adopted the theoretical framework from Study 2 to design a brief online intervention to examine the differential impact of need-supportive task instructions in an online language learning task. The study involved two randomly assigned student groups (i.e., need-supportive task instructions group and control group) to test whether online task instructions that were framed to be need-supportive will generate higher intrinsic motivation for the task, compared to those in the control condition. Evidence from this study suggests that students in the need-supportive task instructions had higher intrinsic motivation than those with in the control condition. Although the intervention generated increased motivation, such did not directly predict task performance scores. Intrinsic motivation had indirect effects to performance scores via self-assessment practice. Post hoc analysis further demonstrates that such mediation was moderated by the experimental condition. This study is currently under review in Computers & Education. The three studies make a unique contribution to the literature on self-assessment practice by situating it theoretically within the classroom ecology and in a specific learning domain. Robust statistical approaches and rigorous methods were also implemented by using cross-sectional and experimental research designs. The significance of this study is underscored by current educational challenges in the Philippines, such as the lack of formative assessment practices among students, the decline of student motivation in secondary school, the low reading achievement in the PISA 2018, and the proliferation of online learning amid the COVID-19 pandemic

LG51.H43 Dr 2022eb Mendozanb

https://educoll.lib.eduhk.hk/records/qs9bnyFD