{"title":"认知态度和情感态度对形成性评价实践的影响:意向的中介作用","authors":"Xiaoqing Xiang, Sichang Yum, Rong Lian","doi":"10.2224/sbp.12484","DOIUrl":null,"url":null,"abstract":"Despite the significance of formative assessment in the classroom, limited empirical research has been conducted on this topic in Mainland China. We investigated the relationship between formative assessment practice and both cognitive attitude and affective attitude, and explored whether the intention to implement a formative assessment would mediate this relationship. Participants were 504 Chinese primary school teachers. In this study formative assessment practice had two aspects: instructional adjustment and feedback practice. The results showed that the relationship between affective attitude and formative assessment practice was partially mediated by intention and that the relationship between cognitive attitude and formative assessment practice was fully mediated by intention. This study highlights the importance of affective attitude in practicing formative assessment and has implications for teacher training.","PeriodicalId":48157,"journal":{"name":"Social Behavior and Personality","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effect of cognitive attitude and affective attitude on formative assessment practice: Intention as a mediator\",\"authors\":\"Xiaoqing Xiang, Sichang Yum, Rong Lian\",\"doi\":\"10.2224/sbp.12484\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Despite the significance of formative assessment in the classroom, limited empirical research has been conducted on this topic in Mainland China. We investigated the relationship between formative assessment practice and both cognitive attitude and affective attitude, and explored whether the intention to implement a formative assessment would mediate this relationship. Participants were 504 Chinese primary school teachers. In this study formative assessment practice had two aspects: instructional adjustment and feedback practice. The results showed that the relationship between affective attitude and formative assessment practice was partially mediated by intention and that the relationship between cognitive attitude and formative assessment practice was fully mediated by intention. This study highlights the importance of affective attitude in practicing formative assessment and has implications for teacher training.\",\"PeriodicalId\":48157,\"journal\":{\"name\":\"Social Behavior and Personality\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2023-09-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Social Behavior and Personality\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2224/sbp.12484\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, SOCIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Behavior and Personality","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2224/sbp.12484","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
Effect of cognitive attitude and affective attitude on formative assessment practice: Intention as a mediator
Despite the significance of formative assessment in the classroom, limited empirical research has been conducted on this topic in Mainland China. We investigated the relationship between formative assessment practice and both cognitive attitude and affective attitude, and explored whether the intention to implement a formative assessment would mediate this relationship. Participants were 504 Chinese primary school teachers. In this study formative assessment practice had two aspects: instructional adjustment and feedback practice. The results showed that the relationship between affective attitude and formative assessment practice was partially mediated by intention and that the relationship between cognitive attitude and formative assessment practice was fully mediated by intention. This study highlights the importance of affective attitude in practicing formative assessment and has implications for teacher training.
期刊介绍：
Social Behavior and Personality: an international journal publishes papers on all aspects of social, personality, and developmental psychology. The journal has successfully published the work of over 5,500 researchers and professionals, continuously for over 40 years. Now in its prime, the journal looks forward with enthusiasm to continued professional maturity and service to its readership and discipline.
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