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Article: Student self-assessment: Why do they do it?

TitleStudent self-assessment: Why do they do it?
Authors
KeywordsSelf-assessment
predictor
theory of planned behaviour
Rasch measurement
Issue Date2019
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2019, Epub How to Cite?
AbstractThis 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 Identifierhttp://hdl.handle.net/10722/278658
ISSN
2017 Impact Factor: 1.344
2015 SCImago Journal Rankings: 0.750

 

DC FieldValueLanguage
dc.contributor.authorYan, Z-
dc.contributor.authorBrown, GTL-
dc.contributor.authorLee, JCK-
dc.contributor.authorQiu, XL-
dc.date.accessioned2019-10-21T02:11:38Z-
dc.date.available2019-10-21T02:11:38Z-
dc.date.issued2019-
dc.identifier.citationEducational Psychology, 2019, Epub-
dc.identifier.issn0144-3410-
dc.identifier.urihttp://hdl.handle.net/10722/278658-
dc.description.abstractThis 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.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp-
dc.relation.ispartofEducational Psychology-
dc.subjectSelf-assessment-
dc.subjectpredictor-
dc.subjecttheory of planned behaviour-
dc.subjectRasch measurement-
dc.titleStudent self-assessment: Why do they do it?-
dc.typeArticle-
dc.identifier.emailQiu, XL: xlqiu@hku.hk-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/01443410.2019.1672038-
dc.identifier.scopuseid_2-s2.0-85074019529-
dc.identifier.hkuros307326-
dc.identifier.spage1-
dc.identifier.epage24-
dc.publisher.placeUnited Kingdom-

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