Exploring the Roles of Academic Self-Concept and Perseverance of Effort in Self-Assessment Practices

Autor/inn/en	Yang, Lan; Yan, Zi; Zhang, Di; Boud, David; Datu, Jesus Alfonso
Titel	Exploring the Roles of Academic Self-Concept and Perseverance of Effort in Self-Assessment Practices
Quelle	In: Assessment in Education: Principles, Policy & Practice, 30 (2023) 2, S.104-129 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Lan) ORCID (Yan, Zi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2023.2191161
Schlagwörter	Self Concept; Academic Persistence; Self Evaluation (Individuals); Academic Achievement; Predictor Variables; Secondary School Students; Foreign Countries; China + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulleistung; Prädiktor; Sekundarschüler; Ausland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01