dc.contributor.author |
Yan, Z |
en |
dc.contributor.author |
Brown, Gavin |
en |
dc.contributor.author |
Lee, CKJ |
en |
dc.contributor.author |
Qiu, XL |
en |
dc.date.accessioned |
2019-11-07T21:29:24Z |
en |
dc.date.available |
2019-09-20 |
en |
dc.date.issued |
2020 |
en |
dc.identifier.issn |
0144-3410 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/48901 |
en |
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. |
en |
dc.publisher |
Taylor & Francis (Routledge) |
en |
dc.relation.ispartofseries |
Educational Psychology |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Student self-assessment: Why do they do it? |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1080/01443410.2019.1672038 |
en |
pubs.issue |
4 |
en |
pubs.begin-page |
509 |
en |
pubs.volume |
40 |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.end-page |
532 |
en |
pubs.publication-status |
Published |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
783568 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.record-created-at-source-date |
2019-10-08 |
en |
pubs.online-publication-date |
2019-10-07 |
en |