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

Yang, L; Yan, Z; Zhang, D; Boud, D; Datu, JA

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

Yang, L Yan, Z Zhang, D Boud, D

Datu, JA

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Assessment in Education: Principles, Policy and Practice, 2023, 30, (2), pp. 104-129
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Yang, L
dc.contributor.author	Yan, Z
dc.contributor.author	Zhang, D
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Datu, JA
dc.date.accessioned	2023-10-18T22:52:50Z
dc.date.available	2023-10-18T22:52:50Z
dc.date.issued	2023-01-01
dc.identifier.citation	Assessment in Education: Principles, Policy and Practice, 2023, 30, (2), pp. 104-129
dc.identifier.issn	0969-594X
dc.identifier.issn	1465-329X
dc.identifier.uri	http://hdl.handle.net/10453/172799
dc.description.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.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Assessment in Education: Principles, Policy and Practice
dc.relation.isbasedon	10.1080/0969594X.2023.2191161
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1303 Specialist Studies in Education, 1701 Psychology
dc.subject.classification	3903 Education systems
dc.subject.classification	3904 Specialist studies in education
dc.title	Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices
dc.type	Journal Article
utslib.citation.volume	30
utslib.for	1303 Specialist Studies in Education
utslib.for	1701 Psychology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	open_access	*
dc.date.updated	2023-10-18T22:52:47Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	30
utslib.citation.issue	2

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.

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http://hdl.handle.net/10453/172799