Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy

Kenneth Asamoah-Gyimah

doi:doi:10.11648/j.tecs.20210604.12

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Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy

Kenneth Asamoah-Gyimah

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 4)

Received: 11 September 2021 Accepted: 8 October 2021 Published: 16 October 2021

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Abstract

It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.

Published in	Teacher Education and Curriculum Studies (Volume 6, Issue 4)
DOI	10.11648/j.tecs.20210604.12
Page(s)	115-120
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Assessment Climate, Achievement, Mastery Goal Orientation, Self-efficacy, Learning

References

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APA Style

Kenneth Asamoah-Gyimah. (2021). Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teacher Education and Curriculum Studies, 6(4), 115-120. https://doi.org/10.11648/j.tecs.20210604.12

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ACS Style

Kenneth Asamoah-Gyimah. Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teach. Educ. Curric. Stud. 2021, 6(4), 115-120. doi: 10.11648/j.tecs.20210604.12

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AMA Style

Kenneth Asamoah-Gyimah. Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teach Educ Curric Stud. 2021;6(4):115-120. doi: 10.11648/j.tecs.20210604.12

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@article{10.11648/j.tecs.20210604.12,
  author = {Kenneth Asamoah-Gyimah},
  title = {Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {4},
  pages = {115-120},
  doi = {10.11648/j.tecs.20210604.12},
  url = {https://doi.org/10.11648/j.tecs.20210604.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210604.12},
  abstract = {It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.},
 year = {2021}
}

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TY  - JOUR
T1  - Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy
AU  - Kenneth Asamoah-Gyimah
Y1  - 2021/10/16
PY  - 2021
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JO  - Teacher Education and Curriculum Studies
SP  - 115
EP  - 120
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210604.12
AB  - It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.
VL  - 6
IS  - 4
ER  -

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Author Information

Kenneth Asamoah-Gyimah

Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana

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APA Style

Kenneth Asamoah-Gyimah. (2021). Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teacher Education and Curriculum Studies, 6(4), 115-120. https://doi.org/10.11648/j.tecs.20210604.12

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ACS Style

Kenneth Asamoah-Gyimah. Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teach. Educ. Curric. Stud. 2021, 6(4), 115-120. doi: 10.11648/j.tecs.20210604.12

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AMA Style

Kenneth Asamoah-Gyimah. Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teach Educ Curric Stud. 2021;6(4):115-120. doi: 10.11648/j.tecs.20210604.12

Copy | Download

@article{10.11648/j.tecs.20210604.12,
  author = {Kenneth Asamoah-Gyimah},
  title = {Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {4},
  pages = {115-120},
  doi = {10.11648/j.tecs.20210604.12},
  url = {https://doi.org/10.11648/j.tecs.20210604.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210604.12},
  abstract = {It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy
AU  - Kenneth Asamoah-Gyimah
Y1  - 2021/10/16
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210604.12
DO  - 10.11648/j.tecs.20210604.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 115
EP  - 120
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210604.12
AB  - It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.
VL  - 6
IS  - 4
ER  -

Copy | Download