Chinese Secondary School Students' Conceptions of Assessment and Achievement Emotions: Endorsed Purposes Lead to Positive and Negative Feelings

Autor/inn/en	Chen, Junjun; Brown, Gavin T. L.
Titel	Chinese Secondary School Students' Conceptions of Assessment and Achievement Emotions: Endorsed Purposes Lead to Positive and Negative Feelings
Quelle	In: Asia Pacific Journal of Education, 38 (2018) 1, S.91-109 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Junjun) ORCID (Brown, Gavin T. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2018.1423951
Schlagwörter	Secondary School Students; Student Attitudes; Structural Equation Models; Statistical Analysis; Middle School Students; Foreign Countries; Psychological Patterns; Negative Attitudes; Positive Attitudes; Predictor Variables; Student Surveys; Measures (Individuals); Emotional Response; Questionnaires; Teacher Attitudes; Middle School Teachers; Secondary School Teachers; Moral Development; Skill Development; Factor Analysis; Maximum Likelihood Statistics; China + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Statistische Analyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Negative Fixierung; Prädiktor; Schülerbefragung; Messdaten; Emotionales Verhalten; Fragebogen; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Moralische Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Faktorenanalyse
Abstract	Student perceptions of the purposes of assessment have been shown to be significant predictors of self-regulated learning. Their relationship to achievement emotions is less well understood. This paper reports a survey study of Chinese middle and high school students (N = 1,393) self-reported conceptions of the purpose of assessment and their achievement emotions using inventories with previously developed Chinese versions. While pre-existing models were not replicated, exploratory techniques developed well-fitting measurement models for each inventory and a structural equation model showed that significant variance in achievement emotions was elicited by certain beliefs about assessment. Positive emotions of pride and enjoyment depended primarily on conceptions that assessment (1) contributed to student moral and skill development, (2) was accurate, and (3) was not for evaluating schools or teachers. Negative emotions of anger and shame depended primarily on conceptions that assessment was (1) for evaluating schools and teachers and (2) not for improving teaching and learning. Thus, student emotional responses to assessment in China logically depend on beliefs that assessment reliably relates to developing their own learning, skills, and moral character. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01