Description
Thesis writing is challenging for bachelor's students as it requires independent work in integrating knowledge, skills, and attitudes. Thesis circles, small group supervisions, provide a structure to foster reciprocal learning and socially shared regulation. However, peer- and self-assessment activities within these circles often face resistance, and their impact on student engagement and motivational persistence remains underexplored.This study aims to investigate the relationships between formative assessments—such as peer- and self-assessment—and student engagement and motivational persistence within thesis circles. Building on Reeve's framework of student engagement, we examine agentic engagement, which involves students expanding their freedom of action to enhance motivation and learning. Motivational persistence, categorized into current purposes pursuing, long-term purposes pursuing, and recurrence of unattained pursuits, is also explored.
Using Sandoval's conjecture mapping approach, we carry out a scoping review to integrate theoretical aspects of formative assessment design, engagement support, and motivational persistence strategies within thesis circles. The study predicts interactions that enhance behavioral, emotional, cognitive, and agentic engagement while fostering persistence in pursuing both short- and long-term goals.
Results include a comprehensive conjecture map outlining high-level hypotheses, mediating processes, and intervention outcomes. The discussion focuses on the implications of formative assessment design for enhancing student engagement and persistence within the context of thesis circles.
| Period | 5 Oct 2024 |
|---|---|
| Event title | The 2024 2nd International Conference on Affective Education |
| Event type | Conference |
| Location | Taipei, Taiwan, Province of ChinaShow on map |
| Degree of Recognition | International |