Self-Regulation, Self-Confidence, and Academic Achievement on Assessment Conceptions: An Investigation Study of Pre-Service Teachers

Autor/inn/en	Al-Haddad, Sana Saeed; Afari, Ernest; Khine, Myint Swe; Eksail, Fuad Ali Ahmed
Titel	Self-Regulation, Self-Confidence, and Academic Achievement on Assessment Conceptions: An Investigation Study of Pre-Service Teachers
Quelle	In: Journal of Applied Research in Higher Education, 15 (2023) 3, S.813-826 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Haddad, Sana Saeed) ORCID (Afari, Ernest) ORCID (Khine, Myint Swe) ORCID (Eksail, Fuad Ali Ahmed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-09-2021-0343
Schlagwörter	Foreign Countries; Metacognition; Academic Achievement; Self Esteem; Correlation; Preservice Teachers; Teacher Education Programs; Accountability; Generalization; Student Attitudes; Undergraduate Students; Self Concept Measures; Measures (Individuals); Bahrain + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Self-esteem; Selbstaufmerksamkeit; Korrelation; Verantwortung; Schülerverhalten; Messdaten
Abstract	Purpose: This study examined the conceptions of assessment and its relationship to self-regulation and self-confidence among pre-service teachers. Design/methodology/approach: Participants were 278 pre-service students attending a teacher's college in Bahrain. This study employed the structural equation modeling (SEM) approach to investigate the relationships among the observed variables. Findings: The results revealed that the conceptions of assessment had positively impacted the academic achievements of students who were accountable. In addition, the conceptions that made schools accountable had a positive relationship with academic achievement, whereas students who ignored the assessment, received a negative effect on self-regulation. Research limitations/implications: The generalization of the results to other populations in Bahrain should be made with caution since this study involved a relatively small number of students from Bahrain. Policymakers might be encouraged to consider students' appropriate response to their conceptions of assessment when assessments are being developed. Originality/value: This study might encourage educators and policymakers in Bahrain to develop strategies to further improve students' self-confidence, self-regulation, and academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01