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<p>Motivation and self-regulated learning (SRL) are important for optimal learning. However, secondary school students often experience a dip in motivation and tend to select inappropriate learning strategies to complete assigned tasks. Formative assessment strategies (FAS) are instructional practices used to enhance students’ motivation and facilitate the development of SRL. This study takes a person-centered statistical approach to examine how students’ perceived use of FAS in the classroom relates to their self-determined motivation and SRL. A sample of 534 Dutch secondary students participated in a survey on their perception of FAS, self-determined motivation, and SRL. Students’ responses to the motivation subscales were clustered into profiles using latent profile analysis (LPA). The LPA revealed four profiles ranging from predominantly external motivation (i.e., External profile) to more self-determined motivation (i.e., Identified-Introjected, Identified, and Strongly Motivated profiles). FAS and SRL strategies were included as predictors and outcomes of profile membership, respectively. This analysis revealed that students who perceived FAS positively were less likely to be members of the External profile, and members of the External profile were poorer self-regulated learners than those in the other profiles. Lastly, we used a mixture regression approach to determine within-profile associations between FAS and SRL. FAS had varying relationships with specific SRL strategies, but these relationships were consistent across motivation profiles, indicating that the association between FAS and SRL is not dependent on students’ membership in a particular motivation profile. These findings demonstrate the effectiveness of well-perceived FAS in the classroom as a way to support students’ motivation and promote the use of SRL strategies.</p>

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How differences in self-determined motivation relate to the perception of formative assessment and self-regulated learning in secondary school: a person-centered approach

  • 期刊论文

  • 发表日期：

    2025年11月28日

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  • Samantha G. Vos,
  • Kelly Beekman,
  • Rob L. Martens,
  • Renate H. M. de Groot,
  • Lisette Wijnia

摘要

Motivation and self-regulated learning (SRL) are important for optimal learning. However, secondary school students often experience a dip in motivation and tend to select inappropriate learning strategies to complete assigned tasks. Formative assessment strategies (FAS) are instructional practices used to enhance students’ motivation and facilitate the development of SRL. This study takes a person-centered statistical approach to examine how students’ perceived use of FAS in the classroom relates to their self-determined motivation and SRL. A sample of 534 Dutch secondary students participated in a survey on their perception of FAS, self-determined motivation, and SRL. Students’ responses to the motivation subscales were clustered into profiles using latent profile analysis (LPA). The LPA revealed four profiles ranging from predominantly external motivation (i.e., External profile) to more self-determined motivation (i.e., Identified-Introjected, Identified, and Strongly Motivated profiles). FAS and SRL strategies were included as predictors and outcomes of profile membership, respectively. This analysis revealed that students who perceived FAS positively were less likely to be members of the External profile, and members of the External profile were poorer self-regulated learners than those in the other profiles. Lastly, we used a mixture regression approach to determine within-profile associations between FAS and SRL. FAS had varying relationships with specific SRL strategies, but these relationships were consistent across motivation profiles, indicating that the association between FAS and SRL is not dependent on students’ membership in a particular motivation profile. These findings demonstrate the effectiveness of well-perceived FAS in the classroom as a way to support students’ motivation and promote the use of SRL strategies.