探索学术自我概念和努力毅力在自我评价实践中的作用

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lana T. Yang, Zi Yan, Di Zhang, D. Boud, J. A. Datu
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引用次数: 4

摘要

基于动机的自我系统过程模型,我们探讨了学业自我概念在努力毅力与自我评价之间的中介作用。结果表明,在控制学业自我概念时,努力毅力与自我评价存在显著正相关关系,但不具有统计学意义。研究结果支持了我们的假设,即学术自我概念在特定领域或特定成分水平上显著中介了努力毅力对自我评估的影响,为学习中自我感知与自我评估实践之间更紧密的概念联系提供了实证支持。研究结果对毅力、学业自我概念和自我评价三条研究线的文献进行了补充,并表明学业自我概念增强干预不仅有利于基于自我概念文献中已有的互惠关系的学业成就,而且有利于基于动机的自我系统过程模型的自我评价。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices
ABSTRACT Based on the self-system processes model of motivation, we explored the mediating role of academic self-concept in the relationship between perseverance of effort and self-assessment. The results showed that perseverance of effort has a positive but not statistically significant association with self-assessment when controlling academic self-concept. The results supported our hypotheses that academic self-concept, whether at the domain-specific or component-specific level, significantly mediated the effect of the perseverance of effort on self-assessment, lending empirical support to the closer conceptual link between self-perceptions and self-assessment practices in learning. The results contribute to the literature of the three research lines (grit, academic self-concept and self-assessment) and suggest that academic self-concept enhancement interventions are beneficial not only to academic achievement based on the reciprocal relationship that has been well documented in the self-concept literature but also to self-assessment in the light of the self-system processes model of motivation.
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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