The impact of students’ perceptions of assessment tasks on self-efficacy and perception of task value: A path analysis

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Hussain Ali Alkharusi
Said Aldhafri
Hilal Alnabhani
Muna Alkalbani
Cite this article:  Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2013). The impact of students’ perceptions of assessment tasks on self-efficacy and perception of task value: A path analysis. Social Behavior and Personality: An international journal, 41(10), 1681-1692.


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Using path analysis, we examined the direct effects of students’ perceptions of assessment tasks on self-efficacy, and the indirect effects through the students’ perception of task value. Data were collected from 2,137 school students in Oman. Their perceptions in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity were measured using Alkharusi’s (2013) Arabic version of Dorman and Knightley’s (2006) Perceptions of Assessment Tasks Inventory. Task value and self-efficacy were measured using items from Pintrich, Smith, Garcia, and Mckeachie’s (1993) Motivated Strategies for Learning Questionnaire. Results showed that congruence with planned learning and authenticity had direct effects on self-efficacy. Student consultation and diversity affected self-efficacy indirectly via task value. Transparency had a direct positive effect on self-efficacy. Therefore, students’ perceptions of assessment tasks had both direct and indirect effects on their self-efficacy and their perception of task value.

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