The effect of performance-based assessment on academic resilience, motivation, and teacher support in virtual versus non‑virtual classes
Abstract This study investigates the effects of performance-based assessment (PBA) on academic resilience (AR), motivation, and teacher support (TS) in online and traditional classroom settings. Guided by self-determination theory (SDT) and sociocultural theory (SCT), this research employs a quasi-e...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2025-08-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-025-00385-6 |
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