Perceived formative assessment and student motivational beliefs and self-regulation strategies: a multilevel analysis

Abstract

Based on an integrated theory of formative assessment and self-regulated learning, this study investigated the relationship between students’ perceived formative assessment practices of teachers and their motivational beliefs (self-efficacy and incremental beliefs of ability) and self-regulation strategies (metacognitive self-regulation and adaptive help seeking). Participants were 1,939 secondary school students (nested in 94 classes) from Singapore, who completed an online questionnaire. After controlling for gender, stream, and grade, we conducted a multilevel path analysis to examine the hypothesised relationships at both student and class levels. We found that at the student level, perceived formative assessment was associated positively with self-efficacy, incremental beliefs of ability, metacognitive self-regulation, and adaptive help seeking; at the class level, perceived formative assessment was associated positively with incremental beliefs of ability and adaptive help seeking. The findings highlight the importance of investigating formative assessment as a multilevel construct and its role in developing self-regulated learning of students.

Keywords:

• Formative assessment
• self-regulated learning
• motivational beliefs
• self-regulation strategies
• multilevel analysis

Authors contributions

Wenshu Luo involved in research design, data analysis, and writing most of the manuscript. Simon Qing Wei Lim involved in data collection, data cleaning, writing part of the discussion, and proofreading

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was funded by Singapore Ministry of Education (MOE) under the Education Research Funding Programme [OER 06/17LWS] and Guangdong Provincial Philosophy and Social Science Funding Programme [GD23CJY08].