Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies

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dc.contributor.authorALKHARUSİ, Hussain
dc.date.accessioned2022-03-22T08:51:11Z
dc.date.available2022-03-22T08:51:11Z
dc.date.issued2013
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe present study aims at deriving correlational models of students' perceptions of assessment tasks, motivational orientations, and learning strategies using canonical analyses. Data were collected from 198 Omani tenth grade students. Results showed that high degrees of authenticity and transparency in assessment were associated with positive students' self-efficacy and task value. Also, high degrees of authenticity, transparency, and diversity in assessment were associated with a strong reliance on deep learning strategies; whereas a high degree of congruence with planned learning and a low degree of authenticity were associated with more reliance on surface learning strategies. Implications for classroom assessment practice and research were discussed.en_US
dc.identifier.citationAlkharusi, H. (2012). Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies . International Journal of Instruction , 6 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5138/70014en_US
dc.identifier.urihttps://hdl.handle.net/11616/56881
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Instructionen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titleCanonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategiesen_US
dc.typeArticleen_US

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