Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

The self-system model of motivational development was used in this study to examine whether and how student motivation self-assessment practices—as psychological behavioural mechanisms, respectively—link need-supportive teaching students’ objective achievement scores English language learning. We applied a multilevel mediation analysis on Rasch-calibrated data from 796 students (53% females; mean age = 14.12, SD 1.51) nested within 30 classes (mean class size 26.53) secondary school the Philippines. collected all predictor variables (i.e. teaching, motivation, practice) time 1, while were eight weeks later (time 2). Lower-level results show that perceptions involved structured are associated with higher controlled autonomous motivation. Furthermore, only 2. Self-assessment practice significantly mediated link between both achievement. These held controlling for age, gender, socioeconomic status. Hence, correlated increased practice, which, turn, leads findings highlight practices pathways can theoretically empirically explain impact specific subject. Implications directions future research discussed.