Self-regulation, self-confidence, and academic achievement on assessment conceptions: an investigation study of pre-service teachers

Abstract

PurposeThis study examined the conceptions of assessment and its relationship to self-regulation and self-confidence among pre-service teachers.Design/methodology/approachParticipants were 278 pre-service students attending a teacher's college in Bahrain. This study employed the structural equation modeling (SEM) approach to investigate the relationships among the observed variables.FindingsThe results revealed that the conceptions of assessment had positively impacted the academic achievements of students who were accountable. In addition, the conceptions that made schools accountable had a positive relationship with academic achievement, whereas students who ignored the assessment, received a negative effect on self-regulation.Research limitations/implicationsThe generalization of the results to other populations in Bahrain should be made with caution since this study involved a relatively small number of students from Bahrain. Policymakers might be encouraged to consider students' appropriate response to their conceptions of assessment when assessments are being developed.Originality/valueThis study might encourage educators and policymakers in Bahrain to develop strategies to further improve students' self-confidence, self-regulation, and academic achievement.