Classroom Assessment Environment, Self-Efficacy, and Mastery Goal Orientation: A Causal Model

• Main Author: Alkharusi, Hussain
• Format: Article
• Language: English
• Published: INTI University College 2009
• Subjects: LB Theory and practice of education; LB2361 Curriculum
• Online Access: http://eprints.intimal.edu.my/409/1/2009_11.pdf; http://eprints.intimal.edu.my/409/

Uncovering how classroom assessment Influences students motivational beliefs Is important for understanding how to create classroom environments focusing on learning and mastery. Using research on classroom assessment and academic motivation, the current study used path analysis techniques to test a model explaining the Impact of classroom assessment environment on students’ academic self-efficacy and mastery goal orientation. The study looked at the direct effects of the classroom assessment environment on mastery goals as well as the mediating effect of self-efficacy on mastery goals. Data were collected from 242 undergraduate students enrolled in an educational psychology course In the College of Education at Sultan Qaboos University during the fall 2008 semester. The literature was consulted for measures of classroom assessment environment (e.g., Alkharusi, 2008; Church et al., 2001; Wang, 2004) and self-efficacy (e.g., Greene et at., 2004; Midgley et al, 2000). Mastery goats were measured using Items from Elliot and Murayama’s (2007) Achievement Goal Questionnaire-Revised (AGQ-R). The observed data strongly supported the hypothesized model. It was concluded that students’ perceptions of the classroom assessment environment have both direct and indirect effects, which may be positive or negative, on their motivational beliefs. The contribution and relevance of the results to teaching, Learning, and research are discussed.