Predictors of self-assessment intention and practice among primary and secondary students in Hong Kong

1. Aims/Objectives of study: This study aims to explore the predictors of students’ self-assessment intentions and practices in the Hong Kong context.
2. Sample: The target population of the study is Primary 4 to Secondary 3 students in Hong Kong. A survey was conducted on around 1,500 students.
3. Method: The Theory of Planned Behaviour (TPB) (Ajzen, 1991) was applied as a theoretical framework to construct the understanding of students’ self-assessment intentions and practices as well as the predictors. The analytical methods include Rasch analysis (Rasch, 1960), which was used to examine the psychometric properties of the scales and calibrate student measures on each of the latent traits, and path analysis, which was applied to investigate the relationships among the latent traits.
4. Results: The findings indicated that attitude, subjective norm, and self-efficacy were positive and significant predictors of self-assessment intention while psychological safety was a negative predictor. Attitude and self-efficacy were positive and significant predictors of self-assessment behavior, while psychological safety was a negative predictor of behavior.
5. Conclusions: This result indicated that generally TPB appeared as an appropriate theoretical framework in explaining students’ intentions and practices regarding selfassessment. Some non-TPB component (e.g., psychological safety) also played an important role in determining students’ self-assessment intentions and practices. Copyright © 2017 PROMS.