Canonical Correlational Models of Students' Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies

Autor/in	Alkharusi, Hussain
Titel	Canonical Correlational Models of Students' Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies
Quelle	In: International Journal of Instruction, 6 (2013) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Grade 10; English (Second Language); Second Language Learning; Student Attitudes; Language Tests; Student Motivation; Learning Strategies; Models; Self Efficacy; Questionnaires; Likert Scales; Factor Analysis; Multivariate Analysis; Oman; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Language test; Sprachtest; Schulische Motivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Self-efficacy; Selbstwirksamkeit; Fragebogen; Likert-Skala; Faktorenanalyse; Multivariate Analyse
Abstract	The present study aims at deriving correlational models of students' perceptions of assessment tasks, motivational orientations, and learning strategies using canonical analyses. Data were collected from 198 Omani tenth grade students. Results showed that high degrees of authenticity and transparency in assessment were associated with positive students' self-efficacy and task value. Also, high degrees of authenticity, transparency, and diversity in assessment were associated with a strong reliance on deep learning strategies; whereas a high degree of congruence with planned learning and a low degree of authenticity were associated with more reliance on surface learning strategies. Implications for classroom assessment practice and research were discussed. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01