Perceived formative assessment practices in homework and creativity competence: The mediating effects of self-confidence in learning and intrinsic motivation

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Educational Evaluation Pub Date : 2024-06-29 DOI:10.1016/j.stueduc.2024.101376

Yueyang Shao , Qimeng Liu , Yaoyao Dong , Jian Liu

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Abstract

The aim of this study was to explore the impact mechanism of teachers' formative assessment on students' creativity competence. Herein, structural equation modeling (SEM) was utilized to investigate the potential mediating role of self-confidence in learning and intrinsic motivation based on large-scale longitudinal tracking data. The results indicate that, after controlling for pretests of creativity competence, socioeconomic status (SES), and gender, it was found that formative assessment practices have a direct and positive predictive power for creativity competence (the direct effect accounts for 39.4 %). Furthermore, formative assessment practices indirectly and positively predict creativity competence through the mediation of self-confidence in learning (the indirect effect accounts for 10.0 %) and intrinsic motivation (the indirect effect accounts for 50.6 %). We conclude that the main contribution from formative assessment to creativity may be in building an environment that fosters self-confidence in learning and intrinsic motivation.

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家庭作业中的形成性评价做法与创造能力：学习自信心和内在动机的中介效应

本研究旨在探讨教师形成性评价对学生创造能力的影响机制。在此，基于大规模纵向追踪数据，利用结构方程模型（SEM）研究了学习自信心和内在动机的潜在中介作用。结果表明，在控制了创造力能力的前测、社会经济地位（SES）和性别之后，发现形成性评价实践对创造力能力有直接和积极的预测作用（直接效应占 39.4%）。此外，通过学习自信心（间接影响占 10.0%）和内在动机（间接影响占 50.6%）的中介作用，形成性评价实践间接地对创造能力产生积极的预测作用。我们的结论是，形成性评价对创造力的主要贡献可能在于营造一个能够培养学习自信心和内在动机的环境。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.