Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices

Lan YANG, Zi YAN, Di ZHANG, David BOUD, Jesus Alfonso Daep DATU

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

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. Copyright © 2023 The Author(s).
Original languageEnglish
Pages (from-to)104-129
JournalAssessment in Education: Principles, Policy & Practice
Volume30
Issue number2
Early online dateMar 2023
DOIs
Publication statusPublished - 2023

Citation

Yang, L., Yan, Z., Zhang, D., Boud, D., & Datu, J. A. (2023). Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices. Assessment in Education: Principles, Policy & Practice, 30(2), 104-129. https://doi.org/10.1080/0969594X.2023.2191161

Keywords

  • Perseverance
  • Grit
  • Academic self-concept
  • Self-assessment practice
  • Chinese secondary students

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