Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation

Does student perception of Assessment for Learning (AfL) predict intrinsic motivation and is this relation mediated by the fulfillment of the needs for autonomy, relatedness, and competence? A total of 1658 students from junior vocational high schools completed a questionnaire assessing intrinsic motivation, need fulfillment for autonomy, relatedness, and competence, and perceptions of AfL practices. Structural equation modelling (SEM) was used to test the multiple mediation model of intrinsic motivation predicted by AfL through basic need fulfillment. Results indicated that AfL positively predicted intrinsic motivation, and this relation was fully mediated by fulfillment of needs for competence and relatedness, but not for autonomy. Perceived scaffolding predicted the fulfillment of all three basic needs and emerged as the primary predictor of intrinsic motivation. These findings indicate that fostering competence and relatedness through AfL practices may enhance student motivation. • Assessment for Learning positively predicts intrinsic motivation in students. • Intrinsic motivation is driven by the fulfillment of competence and relatedness needs. • Scaffolding activities positively predict the fulfillment of all basic needs. • Monitoring activities do not predict perceived autonomy. • Assessment for Learning motivates through competence and relatedness fulfillment.