Perception of Assessment Tasks and Autonomous Learning Motivation in English Classes: A Latent Profile Analysis
DOI:
https://doi.org/10.54097/1yq7rw97Keywords:
Assessment Tasks, Autonomous Learning Motivation, Latent Profile Analysis, English Learning, Secondary Vocational Students, Self-Regulated LearningAbstract
This study examined how secondary vocational students perceive classroom assessment tasks in English classes and how distinct perception profiles are associated with autonomous learning motivation. Drawing on classroom assessment theory and self-determination theory, the study focused on five perceived assessment-task features: congruence with learning plans, transparency, diversity, authenticity, and student consultation. Data were collected from 281 students at a secondary vocational school in Shanghai, China. Students completed the Perception of Assessment Tasks Questionnaire and the autonomous learning motivation dimension of the Autonomous Learning Scale. Exploratory and confirmatory factor analyses supported the psychometric adequacy of the measures, and latent profile analysis was used to identify heterogeneous patterns of assessment-task perceptions. The results supported a three-profile solution: negative perception (14.6%), positive perception (49.1%), and partially positive perception (36.3%). Students in the negative perception profile reported significantly lower autonomous learning motivation than those in the positive and partially positive profiles, whereas the latter two profiles did not differ significantly. These findings suggest that students’ subjective interpretations of assessment tasks are meaningfully linked to autonomous learning motivation. In particular, assessment tasks perceived as aligned with learning goals, authentic, and responsive to student consultation may support motivational conditions for self-regulated English learning in secondary vocational education.
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