Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

Norman Biliwang MENDOZA, Zi YAN, Ronnel Bornasal KING

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

The self-system model of motivational development was used in this study to examine whether and how student motivation and self-assessment practices—as psychological and behavioural mechanisms, respectively—link need-supportive teaching to students’ objective achievement scores in English language learning. We applied a multilevel mediation analysis on Rasch-calibrated data from 796 students (53% females; mean age = 14.12, SD = 1.51) nested within 30 classes (mean class size = 26.53) in a secondary school in the Philippines. We collected all predictor variables (i.e. need-supportive teaching, motivation, self-assessment practice) in time 1, while achievement scores were collected eight weeks later (time 2). Lower-level mediation results show that students’ perceptions of involved teaching and structured teaching are associated with higher controlled motivation and autonomous motivation. Furthermore, only autonomous motivation was associated with higher achievement in time 2. Self-assessment practice significantly mediated the link between both controlled and autonomous motivation to achievement. These results held while controlling for age, gender, and socioeconomic status. Hence, involved teaching and structured teaching correlated with higher motivation and increased self-assessment practice, which, in turn, leads to higher achievement in English language learning. The findings highlight that motivation and self-assessment practices are psychological and behavioural pathways that can theoretically and empirically explain how need-supportive teaching practices impact student achievement in a specific subject. Implications and directions for future research are discussed. Copyright © 2022 Instituto Universitário de Ciências Psicológicas, Sociais e da Vida.
Original languageEnglish
JournalEuropean Journal of Psychology of Education
Early online dateMay 2022
DOIs
Publication statusE-pub ahead of print - May 2022

Citation

Mendoza, N. B., Yan, Z., & King, R. B. (2022). Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement. European Journal of Psychology of Education. Advance online publication. doi: 10.1007/s10212-022-00620-1

Keywords

  • Need-supportive teaching
  • Motivation
  • Self-assessment practices
  • English achievement
  • Domain-specific
  • Lower-level mediation analysis
  • PG student publication

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