Relationship Between Students' Perceived Teacher Assessment Literacy and Academic Engagement: The Mediating Role of Academic Emotions and Self‐Control

ABSTRACT Although the importance of teacher assessment in fostering student academic engagement is widely recognized, previous research has tended to overlook the impact of students' perspectives and their personal characteristics. This gap limits understanding of how student academic engagement is shaped by the interplay between external teacher factors and internal student factors. Based on the integrative model of engagement, this study examines the relationship between students' perceived teacher assessment literacy and academic engagement, and the mediating roles of academic emotions and self‐control. This study surveyed 1,113 secondary school students from Henan Province, China, and analyzed the data through structural equation modeling and bootstrapping. The results of the path analysis indicated that students' perceived teacher assessment literacy was a direct predictor of student academic engagement. In addition, students' perceived teacher assessment literacy influenced academic engagement via the independent and chain mediation effects of academic emotion and self‐control. These insights reveal potential mechanisms by which teacher assessment literacy affects student academic engagement and suggest strategies for improvement.