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ERIC Number: EJ1121985
Record Type: Journal
Publication Date: 2016-Dec
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1696-2095
EISSN: N/A
Predicting Students' Academic Achievement: Contributions of Perceptions of Classroom Assessment Tasks and Motivated Learning Strategies
Alkharusi, Hussain
Electronic Journal of Research in Educational Psychology, v14 n3 p515-533 Dec 2016
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oman
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A