The effect of teachers' awareness of descriptive-qualitative evaluation approaches on academic motivation and learning anxiety with the mediating role of sixth grade students' academic progress

Document Type : Original Article

Authors

1 باهنرDepartment of Educational Management, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran / Iran

2 Senior expert of Ardabil Islamic Azad University

3 PhD student of Ardabil Islamic Azad University, Educational Psychology

10.22098/ael.2025.11775.1179

Abstract

Background and Objective: One of the most important consequences for the educational system is the use of a constructivist approach with an emphasis on qualitative-descriptive evaluation of students' learning. However, some teachers oppose this type of evaluation due to lack of awareness. The present study aimed to investigate the effect of teachers' awareness of qualitative-descriptive evaluation approaches on academic motivation and learning anxiety with the mediating role of academic achievement in sixth grade elementary school students.
research methodology: This study is applied in terms of purpose and descriptive–correlational in terms of data collection. The statistical population includes all sixth-grade students and teachers in Ardabil Province during the 2021–2022 academic year. Data were collected using four questionnaires, completed by both teachers and students. After scoring, the data were analyzed using SPSS software with qualitative–descriptive and inferential statistical methods. Structural equation modeling (SEM) was conducted using SmartPLS software.
Findings: Teachers' awareness of qualitative–descriptive assessment approaches, mediated by students' academic achievement, positively and significantly predicts 89.4% of the changes in students' academic motivation. Additionally, such awareness negatively and significantly predicts 89.8% of the changes in learning anxiety through the mediating role of academic achievement.
Discussion and Conclusion: Teachers' awareness of qualitative-descriptive evaluation approaches increases the teacher's understanding of the learner and appropriate evaluation based on his or her characteristics, which in turn increases self-confidence and academic motivation in the student.

Keywords

Main Subjects

References

Alibakhshi, Z., Zare, H. (2015). The effectiveness of teaching self-regulation of learning and study skills on students' academic progress, Applied Psychology Quarterly, 3, 15, 43-59. [in persian].
Akbari, B, (2007). Validity and validity of Hermance achievement motivation test on high school students of Gilan province, Journal of knowledge and research in educational sciences, 16, 4 . [in persian].
Arafah, k. Arafah, A. Arafah, B.(2020). Self-concept and self-efficacy’s role in achievement motivation and physics learning outcomes, Journal of Human and Social Sciences, Hasanuddin University of Indonesia, Indonesia.
Bahrani, M. (2011). Studying the academic motivation of middle school students in Fars province and related factors, Journal of social and human sciences of Shiraz University, 22, 4. [in persian]
Bazargan, A. (2017). Educational evaluation: concepts, patterns and operational process, Publications of the Organization for the Study and Compilation of University Humanities Books. [in persian]
Beauchemine, J.( ۲۰۰۸). Mindfulness meditation may lessen anxiety promote social skills and improve academic performance among adolescents with learning disabilities. J psychol. ۱۱: ۳۴-۴۵. DOI:10.1177/1533210107311624
Cheng, R. & Lam,S. (2018).The interaction between social goals and self-construal on achievement motivation. Contemporary Educational Psychology, 38. (2),136-14. https://doi.org/10.1016/j.cedpsych.2013.01.001
Daviran, Z. (2020). Investigating the effect of qualitative-descriptive evaluation on increasing or decreasing the academic motivation of elementary school students, the 8th Scientific Research Conference of Educational Sciences and Psychology, Social and Cultural Damages of Iran, Tehran. [in persian]
Dharmayana, I Wayana .Ayu Herwati, Anna. (2021). Descriptive Evaluative Study on the Implementation of Online Learning During the COVID-19 Pandemic in the Courses of Guidance and Counseling Profession. Advances in Social Science, Education and Humanities Research, Atlantis. http://dx.doi.org/10.2991/assehr.k.210227.085
Dodange, M. (1997). Investigating the relationship between anxiety, locus of control and academic achievement of male students in Qazvin city, Master's thesis, Tarbiat Moalem University. [in persian]
Dortaj, F. (2004). Investigating the effect of mental simulation of the process and outcome in improving the academic performance of students, constructing and standardizing the academic performance test, PhD Thesis, Allame University, Faculty of Education and Psychology. [in persian]
Daraei, J. (2001). The relationship between family atmosphere and social base and locus of control with achievement motivation in third year high school students, Education Quarterly, 7, 3, 6-9. [in persian]
Ebadi, S.S. (2011). Examining the problems of descriptive qualitative evaluation from the point of view of elementary teachers and principals, Master's thesis, Curriculum, Isfahan Payamnour university. [in persian] https://doi.org/10.22051/nea.2011.173
Entehaei Rarani, A., Vasefian, A., Hasani, M., Galtash, A. (2021), Primary school teachers' lived experiences of the functions of the descriptive evaluation model, Journal of Education in law enforcement, 9, 32, 124. [in persian]
Hasani, M. (2014). Comparison of self-esteem and academic progress of students in qualitative and descriptive evaluation program and traditional evaluation, Educational innovations quarterly, 7, 1, 137-142. [in persian]
Hasani, M. (2017). Guide to implementation of descriptive qualitative evaluation in elementary school, 8, Abed. [in persian]
Hasani, M., Kazemi, Y. (2003). Qualitative-descriptive evaluation plan (goals, principles and methods), Publication of contemporary works. [in persian]
Hesarbani, Z. (2006). Descriptive evaluation is a platform for fostering creativity, Peyvand Monthly, 320, 22-29. [in persian]
Hosseini, M,H. (2010). Investigating the relationship between female teachers' awareness of the qualitative-descriptive evaluation approach and their performance in the qualitative-descriptive evaluation of the first grade of elementary school in district one of Shiraz in the academic year of 88-89, Master's thesis, Islamic Azad University Marodasht branch. [in persian]
Javidi, Tahereh., Maadani, S., Razavi, Z. (2011). Bandura's cognitive-social learning theory and its educational implications, The first national conference of cognitive science in education, Mashhad. [in persian]
Kadivar, P. (2002). Educational Psychology, SAMT Poblication.  [in persian]
Kaplan, B.J., & Sadok .H.I., (2002). Kaplan and Sadock's Synopsis of Psychiatry: Behavioral Sciences/Clinical Psychiatry. Philadelphia: Lippincott Williams.
KarimiNejad, H. (2010). Comparison of academic progress, creativity and exam anxiety of students included in the descriptive evaluation plan and traditional evaluation of fourth grade elementary school in Yazd city, Master's thesis, Yazd univrsity. [in persian]
Khodapanahi, M. (2021). motivation and excitement, 20, SAMT Publication. [in persian]
Khoramvar, M. (2014). Qualitative-descriptive evaluation based on managerial, educational, physical and  psychological factors from the point of view of elementary teachers in Minab city, Master's thesis of educational research, Hormozgan university. [in persian]
Larson, H. A., Yoder, A, Johnson, C., Ramahi, M. E., Sung, J., & Washbum, F. (۲۰۱۰). Test anxiety and relaxation training in their – grade students. Journal of Easterm Education. ۳۹(۱): ۱۳-۲۲.
Maier Anna, Schaitz Caroline, Kröner Julia, Connemann Bernhard, Sosic-Vasic Zrinka(2018). Imagery Rescripting: Exploratory Evaluation of a Short Intervention to Reduce Test Anxiety in University Students, Journal of Frontiers in Psychiatry, vo 11. https://doi.org/10.3389/fpsyt.2020.00084
MacClelland, D. C. (1987). Human motivation. NY: Cambridge university Press. https://doi.org/10.1017/CBO9781139878289
MohammadiFar, M., Najafi, M., RazmAra, S., MohammadZadeh, A. (2011). Journal of Educational Psychology, 7, 20, 33-49.  [in persian]
Mortazavi, M., HosseiniKhah, Z., GeramiPour, M., Izanloo, Bahram. (2021). Representation of qualitative-descriptive evaluation experience in primary schools, Journal of School Management, 10, 1, 61-80.  [in persian]
Maulana, R., Opdenakker, M., & Bosker, R. (2016). Teachers instructional behaviors as important predictors of academic motivation: and links acroos the school year. Learning and Individual Differences, 50, 147- 156. https://doi.org/10.1016/j.lindif.2016.07.019
Navidi, A. (2018). The cumulative effect of qualitative-descriptive evaluation experience on test anxiety and self-efficacy of fifth grade students, New educational ideas, 14, 3, 237-265. [in persian] https://doi.org/10.22051/jontoe.2018.18372.2043
Nayeli, M.A. (1994). Motivation in organizations, 1, Chamran University. [in persian]
Nazari, R., MousaviPour, Saeid., Seyfi, M. (2013). The effect of qualitative-descriptive evaluation on the academic concept, creativity and academic achievement of fourth grade elementary students, Teaching and learning studies5, 6. [in persian]
Nemati, Shahrooz. (2017). The role of assistive technology in improving the learning quality of people with special education needs: systematic research in the field of developmental disabilities, Journal of Disability Studies. [in persian] https://doi.org/10.1001.1.23222840.1396.7.0.107.5
Pekrun, R., Goetz, T., Tits, W., & Perry, R.P. (2002). Academic emotions in students self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106. https://doi.org/10.1207/S15326985EP3702_4
Rastgar, T. (2017). Evaluation in the service of education, 6, Manadi Tarbiat Cultural Institute. [in persian]
Rockman, I. F. (2019).Integrating information literacy into the learning outcomes of academic disciplines:A critical 21st century issue.College & Research Libraries News, 64. (9), 612-615. https://doi.org/10.5860/crln.64.9.612
Rubin, S. (2017). The relationship between academic motivation and parenting styles in multiple socioeconomic status areas. Theses and Dissertation, 5(15), 1-59 https://rdw.rowan.edu/etd/2412
Rupp, M. A., Odette, K. L., Kozachuk, J., Michaelis, J. R., Smither, J. A., & McConnell, D. S. (2019).Investigating learning outcomes and subjective experiences in 360-degree videos. Computers & Education, 128, 256-268. https://doi.org/10.1016/j.compedu.2018.09.015
Saatchi, M. (1998). Theorists and theories in psychology, 1, Sokhan Poblication. [in persian]
Salemi, M. (2018). Investigating the relationship of qualitative-descriptive evaluation with creativity and academic motivation of students of Bandzaden district of Minab city in the academic year 2016-2017, master's thesis in educational management, Islamic Azad University, Jask branch. [in persian]
Seyf, A. (2010). Modern educational psychology: psychology of learning and education, Doran. [in persian]
Salehi, K., Bazargan, A., Sadeghi, N., ShokuhiYekta, M. (2015). Phenomenological analysis of elementary school teachers' perception and lived experience of the weaknesses and strengths of the descriptive evaluation program, Research in educational systems, 9, 13. [in persian]
Seyf, A,A., Rezaei, A. (2006). Descriptive assessment of students' cognitive, emotional and psychological impact. Educational innovation, Educational innovation, 18, 5, 40-11. [in persian]
Sharifi, H., KhoshKholgh, I. (2006). Evaluation of the experimental implementation of descriptive evaluation in elementary schools of some educational regions of the country, Journal of education and training, 88, 117-148. [in persian]
Sheydaei, Shavan., Fatemipour, H.R. (2017). The effect of mindfulness training on reducing students' exam anxiety. Thought and behavior in clinical psychology, Journal of Thought and behavior in clinical psychology, 11, 45, 67-76. [in persian] https://doi.org/10.18502/jtbrcp.v11i45.6551
Shokuhi, Z. (2008). Investigating the impact of regular formative evaluation on reducing exam anxiety and creativity and academic progress, Quarterly Journal of Research in Dental Sciences, 5, 4, 15-21. [in persian] [https://doi.org/10.21203/rs.2.23068/v3]
Sobhani, T. (2004). Evaluation in the service of education: new approaches in assessment and evaluation with emphasis on continuous and dynamic assessment and effective feedback to students in the education process, Manadi Tarbiat Cultural Institute. [in persian]
Soheyli, M., Doosti, F. (2017). The first conference on the effect of qualitative evaluation on the motivation and academic progress of student teachers, Social sciences, educational humanities and psychology. [in persian]
Tokan, Moses. Imakulata, Mobing Maria (2019). The effect of motivation and learning behaviour on student achievement, Journal of South African Education, Vol 39, No 1. DOI:10.15700/saje.v39n1a1510
Torabi, S., Mohammadi Far, M., Khosravi, M., Shayan, N., Mohammadjani, H. (2012). Investigating the role of math anxiety on performance in math lessons and gender defects, Journal of technology and education, 7, 3, 199-204. [in persian] [https://doi.org/10.22061/tej.2013.329]

Files

History

  • Receive Date: 08 November 2022
  • Revise Date: 27 June 2025
  • Accept Date: 10 July 2025

Share

How to cite

Statistics