Learner-oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self-assessment and test-taking anxiety management of the EFL learners

Abstract Students may better keep tabs on their own development by engaging in self-assessment (S-A), academic buoyancy (AB) construction, and reflective thinking (RT). Although S-A, AB, RT have been known for a long time, very little is regarding potential effects test-taking anxiety (TTA) learner enjoyment (LE). Therefore, this study aimed to present framework depicting the dynamic interaction of RT, LE, TTA. Specifically, 394 EFL students from Turkey were given Academic Buoyancy Scale (ABS), Reflective Thinking Questionnaire (RTQ), Test-Taking Anxiety (TTAS), Core Self-Assessment (CSAQ), Foreign Language Enjoyment (FLES). Higher levels LE associated with more S-A less TTA among students, as shown confirmatory factor analysis (CFA) structural equation modeling (SEM). The findings research important implications practices introduction learning-oriented evaluation educational settings.