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<p>Enhancing the quality of teacher education requires instructional practices that support pre-service teachers’ engagement, motivation, and confidence. Formative assessment has been widely discussed as a pedagogical approach associated with pre-service teachers’ learning motivation and academic self-efficacy. This baseline study investigates the relationships among pre-service teachers’ perceptions of formative assessment, their learning motivation, and self-efficacy at Jimma College of Teacher Education in Ethiopia. A descriptive correlational research design was employed Data were collected from 203 pre-service teachers using Likert-scale questionnaires with acceptable internal consistency reliability. Descriptive statistics, Pearson correlation coefficients, and independent-samples t-tests were used for data analysis. Findings revealed statistically significant, moderate positive correlations between perceptions of formative assessment and learning motivation (<i>r</i> = 0.349, <i>p</i> &lt; 0.01), and between perceptions of formative assessment and self-efficacy (<i>r</i> = 0.384, <i>p</i> &lt; 0.01). A stronger positive correlation was found between learning motivation and self-efficacy (<i>r</i> = 0.689, <i>p</i> &lt; 0.01). Gender-based analyses indicated no statistically significant differences in perceptions of formative assessment or learning motivation, while a small but statistically significant difference in self-efficacy was found in favor of male pre-service teachers. These findings indicate meaningful associations among formative assessment perceptions, learning motivation, and self-efficacy within the studied context. The results are discussed in relation to teacher education practices, with emphasis on supporting motivational and self-belief–related dimensions of learning among pre-service teachers.</p>

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Relationships between formative assessment, learning motivation, and self-efficacy among pre-service teachers

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  • 出版模式：

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  • 发表日期：

    2026年4月11日

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  • Sagni Gemechu Negassa,
  • Fisseha Mikre Weldmeskel

摘要

Enhancing the quality of teacher education requires instructional practices that support pre-service teachers’ engagement, motivation, and confidence. Formative assessment has been widely discussed as a pedagogical approach associated with pre-service teachers’ learning motivation and academic self-efficacy. This baseline study investigates the relationships among pre-service teachers’ perceptions of formative assessment, their learning motivation, and self-efficacy at Jimma College of Teacher Education in Ethiopia. A descriptive correlational research design was employed Data were collected from 203 pre-service teachers using Likert-scale questionnaires with acceptable internal consistency reliability. Descriptive statistics, Pearson correlation coefficients, and independent-samples t-tests were used for data analysis. Findings revealed statistically significant, moderate positive correlations between perceptions of formative assessment and learning motivation (r = 0.349, p < 0.01), and between perceptions of formative assessment and self-efficacy (r = 0.384, p < 0.01). A stronger positive correlation was found between learning motivation and self-efficacy (r = 0.689, p < 0.01). Gender-based analyses indicated no statistically significant differences in perceptions of formative assessment or learning motivation, while a small but statistically significant difference in self-efficacy was found in favor of male pre-service teachers. These findings indicate meaningful associations among formative assessment perceptions, learning motivation, and self-efficacy within the studied context. The results are discussed in relation to teacher education practices, with emphasis on supporting motivational and self-belief–related dimensions of learning among pre-service teachers.