STUDENTS' PERCEPTIONS OF ASSESSMENT FOR LEARNING AND ITS EFFECT ON STUDENTS' INTRINSIC MOTIVATION: AUTONOMY, COMPETENCE, AND RELATEDNESS AS MEDIATING VARIABLES
Abstract
This study aims to analyze students’ perceptions of assessment for learning and its effect on intrinsic motivation, with relatedness, competence, and autonomy as mediating variables. The background of this research is the low level of student learning motivation, which is suspected to be caused by the suboptimal fulfillment of basic psychological needs and the incomplete implementation of assessment for learning in the learning process. This study uses a quantitative approach with an associative method. The sample consisted of 183 eleventh-grade students from SMAN 2 Bungo, selected using proportional random sampling. Data were collected using a Likert-scale questionnaire and analyzed using the Structural Equation Modeling (SEM) model based on Partial Least Square (PLS). The results show that students’ perceptions of assessment for learning significantly influence their intrinsic motivation. This effect is significantly mediated by relatedness, competence, and autonomy. These findings emphasize that properly implemented formative assessment can help meet students’ basic psychological needs, thereby enhancing their internal motivation to learn. Therefore, teachers are encouraged to consistently apply assessment for learning in a way that fosters social connectedness, a sense of competence, and learner autonomy.
Downloads
References
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.https://doi.org/10.1080/0969595980050102
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum.https://doi.org/10.1007/978-1-4899-2271-7
Granberg, C., Palm, T., & Palmberg, B. (2021). Supporting formative assessment through self-regulated learning. Educational Assessment, Evaluation and Accountability, 33(2), 133–153.
Malecka, E., & Boud, D. (2023). Feedback and self-regulated learning: Building students’ capacity through dialogic practices. Assessment & Evaluation in Higher Education, 48(1), 1–15.
Pat-El, R. J., de Hoog, N., Segers, M., & Vedder, P. (2024). Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation. Studies in Educational Evaluation, 83(June), 101420. https://doi.org/10.1016/j.stueduc.2024.101420
Ron, J., Pat-El, R., Tillema, H., & Segers, M. (2013). The Assessment for Learning Questionnaire (AfL-Q): The construction and validation of a tool for measuring student perceptions of assessment for learning. Studies in Educational Evaluation, 39(1), 21–30.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Sofyatiningrum, E., Yulia, D., & Ramadhan, R. (2019). Analisis implementasi assessment for learning oleh guru SMA. Jurnal Pendidikan Indonesia, 8(2), 76–83.
Wang, C. K. J., Liu, W. C., & Ryan, R. M. (2019). Motivation in modern society: Theory and application. Contemporary Educational Psychology, 59, 101832.
| Keywords | : |
Keywords:
assessment for learning, Motivasi Intrinsik, Autonomy, Competence, Relatedness assessment for learning, Intrinsic Motivation, Autonomy, Competence, Relatedness
|
| Galleys | : | |
| Published | : |
2025-11-28
|
| How to Cite | : |
Restia Ayangsa, & Susanti, D. (2025). STUDENTS’ PERCEPTIONS OF ASSESSMENT FOR LEARNING AND ITS EFFECT ON STUDENTS’ INTRINSIC MOTIVATION: AUTONOMY, COMPETENCE, AND RELATEDNESS AS MEDIATING VARIABLES. Jurnal Muara Pendidikan, 10(2), 372–377. https://doi.org/10.52060/mp.v10i2.3517
|
| Issue | : |
.png)
.png)
.png)
.png)
.png)
_SCCC.png)
