How differences in self-determined motivation relate to the perception of formative assessment and self-regulated learning in secondary school
A person-centered approach
Bibliographic Data
| ID | 9894834 |
|---|---|
| Authors | Samantha G Vos (0009-0005-2112-2669, Open University of the Netherlands, corresponding author), Kelly Beekman (0000-0003-0443-4618, Fontys University of Applied Sciences), Rob L Martens (0000-0001-7193-8125, Open University of the Netherlands), Renate H M de Groot (0000-0002-3734-2560, Open University of the Netherlands), Lieke Wijnia (0000-0001-7395-839X, Open University of the Netherlands) |
| Year | 2026 |
| Volume | 54 |
| Issue | 1 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Instructional Science (JOURNAL) |
| Journal identifiers | ISSN: 0020-4277 • E-ISSN: 1573-1952 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11251-025-09757-0 |
| OpenAlex | W4416773507 |
| Language | EN |
| References cited | 75 |
Association (psychology) · Educational psychology · Formative assessment · Goal theory · Intrinsic motivation · Perception · Sample (material) · Self-determination theory · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Student Assessment and Feedback
Self-Determination Theory
How can primary school students learn self-regulated learning strategies most effectively?
A metacognitive view of individual differences in self-regulated learning
Multiple-Group Analysis of Similarity in Latent Profile Solutions
Self‐regulation empowerment program
Local solutions in the estimation of growth mixture models.
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Theories of Motivation in Education
Developing the theory of formative assessment
Further Reflections on Disentangling Shape and Level Effects in Person-Centered Analyses
Modeling Unobserved Heterogeneity Using Latent Profile Analysis
What teachers say and do to support students' autonomy during a learning activity.
Regulation of Motivation
Identifying configurations of perceived teacher autonomy support and structure
A social cognitive view of self-regulated academic learning.
The Theoretical Foundations of Principal Factor Analysis, Canonical Factor Analysis, and Alpha Factor Analysis
A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning
Fusing self-regulated learning and formative assessment
Motivational profiles from a self-determination perspective
A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality
Formative Assessment
Need satisfaction and the self-regulation of learning
The role of motivation in promoting and sustaining self-regulated learning
Performance of Factor Mixture Models as a Function of Model Size, Covariate Effects, and Class-Specific Parameters
A Review of Self-regulated Learning
Assessment and Classroom Learning
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling
Intrinsic and extrinsic motivation from a self-determination theory perspective
Attaining Self-Regulation
The Role of Goal Orientation in Self-Regulated Learning
Sustainability of Developed Self-Regulation by Means of Formative Assessment Among Young Adolescents
The Next Black Box of Formative Assessment
Student Motivation and Associated Outcomes
Nature, implications and determinants of academic motivation profiles among upper elementary and secondary students
Formative assessment
Assessment for Learning
The role of motivational profiles in learning problem-solving and self-assessment skills with video modeling examples
What is assessment for learning
Assessing assessment quality
Effects of formative assessments to develop self-regulation among sixth grade students
Formative assessment as practice
Psychological correlates of university students' academic performance
Intrinsic and extrinsic school motivation as a function of age
How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach
Teachers' views on the use of assessment for learning and data-based decision making in classroom practice
Investigating Self-Regulation and Motivation
The "What" and "Why" of Goal Pursuits
Autonomy in children's learning
Perceived locus of causality and internalization
Undergraduate students' motivational profiles before and during the Covid-19 pandemic
Formative assessment and self-regulated learning
Becoming a Self-Regulated Learner
| Citation velocity | historical |
|---|---|
| Highly cited | No |