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Article: Student self-assessment: Why do they do it?
Title | Student self-assessment: Why do they do it? |
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Authors | |
Keywords | Self-assessment predictor theory of planned behaviour Rasch measurement |
Issue Date | 2020 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp |
Citation | Educational Psychology, 2020, v. 40 n. 4, p. 509-532 How to Cite? |
Abstract | This study explores factors that predict students’ self-assessment intentions and practices using a framework based on the Theory of Planned Behaviour (TPB). A total of 1425 Hong Kong students (Primary 4 to Secondary 3) participated in this study. Students’ intentions and practices pertaining to self-assessment and the predictors of their intentions and practices were assessed with 11 self-report scales aligned to the TPB constructs. The psychometric properties of scales were examined with Rasch analysis and the relations among the variables were investigated with path analysis based on Rasch-calibrated person measures. The results showed that attitude, subjective norms, self-efficacy, and perceived controllability were statistically significant predictors on intention to self-assess, while self-efficacy and intention had significant influence on self-assessment practice. Psychological safety was also found to have relatively weak but significant impact on both self-assessment intention and practice. This study lays a foundation for future investigations on how to promote meaningful self-assessment behaviour which is crucial for self-regulated and life-long learning. |
Persistent Identifier | http://hdl.handle.net/10722/278658 |
ISSN | 2021 Impact Factor: 3.117 2020 SCImago Journal Rankings: 1.235 |
DC Field | Value | Language |
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dc.contributor.author | Yan, Z | - |
dc.contributor.author | Brown, GTL | - |
dc.contributor.author | Lee, JCK | - |
dc.contributor.author | Qiu, XL | - |
dc.date.accessioned | 2019-10-21T02:11:38Z | - |
dc.date.available | 2019-10-21T02:11:38Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Educational Psychology, 2020, v. 40 n. 4, p. 509-532 | - |
dc.identifier.issn | 0144-3410 | - |
dc.identifier.uri | http://hdl.handle.net/10722/278658 | - |
dc.description.abstract | This study explores factors that predict students’ self-assessment intentions and practices using a framework based on the Theory of Planned Behaviour (TPB). A total of 1425 Hong Kong students (Primary 4 to Secondary 3) participated in this study. Students’ intentions and practices pertaining to self-assessment and the predictors of their intentions and practices were assessed with 11 self-report scales aligned to the TPB constructs. The psychometric properties of scales were examined with Rasch analysis and the relations among the variables were investigated with path analysis based on Rasch-calibrated person measures. The results showed that attitude, subjective norms, self-efficacy, and perceived controllability were statistically significant predictors on intention to self-assess, while self-efficacy and intention had significant influence on self-assessment practice. Psychological safety was also found to have relatively weak but significant impact on both self-assessment intention and practice. This study lays a foundation for future investigations on how to promote meaningful self-assessment behaviour which is crucial for self-regulated and life-long learning. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp | - |
dc.relation.ispartof | Educational Psychology | - |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 07 Oct 2019, available online: http://www.tandfonline.com/10.1080/01443410.2019.1672038 | - |
dc.subject | Self-assessment | - |
dc.subject | predictor | - |
dc.subject | theory of planned behaviour | - |
dc.subject | Rasch measurement | - |
dc.title | Student self-assessment: Why do they do it? | - |
dc.type | Article | - |
dc.identifier.email | Qiu, XL: xlqiu@hku.hk | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1080/01443410.2019.1672038 | - |
dc.identifier.scopus | eid_2-s2.0-85074019529 | - |
dc.identifier.hkuros | 307326 | - |
dc.identifier.volume | 40 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 509 | - |
dc.identifier.epage | 532 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0144-3410 | - |