Relationships between formative assessment, learning motivation, and self-efficacy among pre-service teachers
Bibliographic Data
| ID | 22436758 |
|---|---|
| Authors | Sagni Gemechu Negassa (Jimma University, corresponding author), Fisseha Mikre Weldmeskel (0000-0001-7779-8354, Jimma University) |
| Year | 2026 |
| Volume | 5 |
| Issue | 1 |
| Publication date | 2026-04-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discover Education (JOURNAL) |
| Journal identifiers | ISSN: 2731-5525 • E-ISSN: 2731-5525 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s44217-026-01449-2 |
| OpenAlex | W7153465627 |
| Language | EN |
| References cited | 37 |
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 r = 0.384, p r = 0.689, p
Curriculum · Data collection · Formative assessment · Qualitative research · EFL/ESL Teaching and Learning · Reflective Practices in Education · Student Assessment and Feedback
What's Behind the Research? Discovering Hidden Assumptions in the Behavioral Sciences
The Future of Student Self-Assessment
Teacher assessment literacy
Student perceptions of assessment feedback
Gender differences in academic self-efficacy
Assessment and Classroom Learning
Intrinsic Motivation and Self-Determination in Human Behavior
The Role of Assessment in Improving Education and Promoting Educational Equity
Formative assessment as practice
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Executive function during teacher preparation
Classroom Assessment Practices and Learning Motivation
Perceived Self-Efficacy in Cognitive Development and Functioning
An Educational Psychology Success Story
| Citation velocity | historical |
|---|---|
| Highly cited | No |