![]() ![]() Overall, need-supportive statements embedded in task instructions generated increased intrinsic motivation on an online task. Post-hoc moderated mediation analysis demonstrated that the indirect effect of intrinsic motivation on task performance was specific to students in the need-supportive task instruction group. Although such intrinsic motivation had no direct effect on task performance, it yielded significant indirect effects via self-assessment practice. ![]() The need-supportive task instructions had a medium effect size on intrinsic motivation. Controlling for pre-test situational intrinsic motivation, secondary school students randomly assigned to the need-supportive task instruction (n = 56) showed significantly higher situational intrinsic motivation than those in the control group (n = 50). We also examined whether the ensuing intrinsic motivation on the task would positively predict task performance directly or indirectly through self-assessment practice. This study tested the effect of need-supportive task instruction on students' situational intrinsic motivation in an online language learning task. However, the suspension of in-person teaching and learning due to the COVID-19 pandemic has urged teachers to search for strategies to practice need-supportive teaching online. Self-determination theory argues that students' intrinsic motivation is cultivated when teachers teach in ways that meet students' basic psychological needs for autonomy, competence, and relatedness (i.e., need-supportive teaching). In general, the combination of rubric and instructor's feedback produced the best effects. Student year level was not systematically related to changes in self-assessment after feedback. The number of self-assessment criteria increased for rubric and combined conditions, while feedback helped shift criteria use from basic to advanced criteria. The quality of self-assessment strategies decreased after feedback of all kinds, but the number of strategies increased for the combined feedback condition. ![]() Participants, after random assignment to feedback condition, were video-recorded performing a self-assessment on a writing task both before and after receiving feedback. In total, 126 university students participated in this randomized experiment under three experimental conditions (i.e., rubric feedback, instructor's written feedback, and rubric feedback plus instructor's written feedback). This study explores the effects of feedback type, feedback occasion and year level on student self-assessments in higher education. ![]()
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