2023 Volume 65 Issue 1 Pages 11-21
The purpose of this study was to examine the relationship between the self-evaluation of academic achievement of viewpoint-based assessment and Effortful Control (EC) which is one of the factors of self-adjusting learning abilities in the specialized subject of the Electrical Department of Technical upper secondary school. A self-evaluation questionnaire was administered to the 667 students. A series of surveys were carried out, and covariance structure analysis was performed. A total of seven factors were extracted, including “self-evaluation of academic achievement," “future design ability," “human relationship ability," “activation control," and “ego-resilience oriented." The “future design ability" and “ego-resilience oriented" showed a highly positive path to “self-evaluation of academic achievement." The result of comparing the average self-evaluation values of the three perspectives of academic achievement using a t-test in May and December 2021 suggested that it is effective for first-grade student progress that teachers guide and support for their learning activities to develop their “future design ability" and construct of “career resilience ability." This study proposed a learning process model that fosters self-adjusting learning abilities, including EC and academic achievement, in viewpoint-based assessment.
