This study examined the hypothesis that mastery orientation would increase for college students enrolled in courses that incorporated self-assessment. Early in the spring 2013 semester, 216 community college students enrolled in 16 different general education and developmental courses volunteered to participate and completed a demographic/goal orientation questionnaire. During the semester, 10 of the courses implemented self-assessment and 6 did not. At the conclusion of the semester, 143 of the original sample completed the Motivated Strategies for Learning Questionnaire (MSLQ) which provided post-test goal orientation scores along with measures of additional motivational and self-regulatory variables. Results indicated a trend in the direction hypothesized only for students enrolled in general education, not developmental courses. Further, retention was significantly higher for students enrolled in self-assessment courses. Additional motivational and self-regulatory variables were correlated with achievement outcomes such as final grades.
Date of Degree
Doctor of Education (EdD)
Mahlberg, J. L. (2013). An examination of the influence of formative self-assessment on college student mastery orientation in college courses. [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/88/
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