The Structural Equation Modeling of Responsibility Perception and Formative Assessment with the Mediating Role of Self-Regulated Learning Strategies in Students.

The aim of this research was to model the structural equations of students' sense of responsibility and formative assessment by teachers, with the mediating role of self-regulated learning strategies among students. The research method was applied in terms of purpose, descriptive-correlational in terms of data collection, and quantitative in nature. The statistical population included all students in the Zanjanrud region for the academic year ۲۰۲۳-۲۰۲۴, totaling ۲۵۸ individuals. For sampling, a proportional stratified method was used, and based on the Krejcie and Morgan (۱۹۷۰) table, ۱۵۲ individuals (۱۳۹ female students and ۱۱۹ male students) were randomly selected for this study. The research tool consisted of three types of questionnaires: the formative assessment questionnaire by Yusefi Afrashteh and colleagues (۲۰۱۴), the sense of responsibility questionnaire by Kordloo (۲۰۰۸), and the self-regulated learning strategies questionnaire by Pintrich and De Groot (۱۹۹۰). For data analysis, the Kaiser-Meyer-Olkin test, Bartlett's test of sphericity, and structural equation modeling were employed. The findings of the study indicated that self-regulated learning strategies play a mediating role between teachers' formative assessment and students' sense of responsibility. Therefore, it can be concluded that self-regulated learning strategies act as a mediator in the relationship between formative assessment and students' sense of responsibility, and that formative assessment, through continuous feedback, helps to enhance their sense of responsibility and improve their learning strategies. Accordingly, it is recommended that educational programs and interventions be designed based on formative assessment to strengthen self-regulated learning strategies and sense of responsibility among students.

کلیدواژه ها:

Formative Assessment ، Responsibility ، self-regulated learning strategies ، Students