Predicting Students' Academic Achievement: Contributions of Perceptions of Classroom Assessment Tasks and Motivated Learning Strategies

Autor/in	Alkharusi, Hussain
Titel	Predicting Students' Academic Achievement: Contributions of Perceptions of Classroom Assessment Tasks and Motivated Learning Strategies
Quelle	In: Electronic Journal of Research in Educational Psychology, 14 (2016) 3, S.515-533 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Academic Achievement; Predictive Measurement; Predictor Variables; Learning Strategies; Learning Motivation; Mathematics Tests; Mathematics Achievement; Grade 11; Questionnaires; Multiple Regression Analysis; Gender Differences; Student Attitudes; Mathematics Activities; Foreign Countries; Oman; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Prädiktor; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 11; 11. Schuljahr; Schuljahr 11; Fragebogen; Geschlechterkonflikt; Schülerverhalten; Ausland
Abstract	Introduction: Students are daily exposed to a variety of assessment tasks in the classroom. It has long been recognized that students' perceptions of the assessment tasks may influence student academic achievement. The present study aimed at predicting academic achievement in mathematics from perceptions of the assessment tasks after controlling for gender and motivated learning strategies. Method: The participants were 232 students enrolled in grade 11 mathematics classes selected from public schools in Oman. Data were collected using the "Motivated Strategies for Learning Questionnaire" and "Perceptions of Assessment Tasks Inventory." Students' final grades earned in the subject were obtained from the school administration at the end of the semester. Results: A hierarchical multiple regression analysis showed that consultation and transparency were significantly related to mathematics achievement after controlling for gender and motivated learning strategies. Discussion: The findings contributed to the existing assessment literature by demonstrating the intersection between classroom assessment and self-regulation of learning and their effects on student achievement. Implications and recommendations for research and practice were discussed. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01