The Effects of Pre-Service Teachers' Motivational Strategies on Approaching of Self-Intervention in Web-Based Self-Assessment


BAYRAK F. , YURDUGÜL H.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.31, ss.267-279, 2016 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 31 Konu: 2
  • Basım Tarihi: 2016
  • Doi Numarası: 10.16986/huje.2015014093
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.267-279

Özet

The aim of this study was to investigate the effect of motivated strategies on perceived self-intervention is defined as intervention of learners to their learning process by using assessment feedback provided from web based self-assessment system. This study was conducted with pre-service teachers who were enrolled in the Educational Measurement and Evaluation course. In the study, Web Based Self-Assessment System (WB-SS) was developed for pre-service teacher to test and retest their knowledge and skills towards the Educational Measurement and Evaluation course and the system was used four weeks. At the end of the each test, the system provided criterion, norm and self-referenced feedback to pre-service teachers based on their assessment experience. At the end of the process learners completed The Effectiveness of Perceived Self-Intervention Scale in WB-SS and Motivation Scale. In this context for determining the relations between the effectiveness of perceived self intervention and motivational strategies, causal research method was used, and consequently structural equation models were conducted. According to results the effect of task value on the effectiveness of self-intervention was positively and task value explained 32% of the variance of the effectiveness of perceived self-intervention.