Motivational and cognitive test-taking strategies and their influence on test performance in mathematics

Document Type

Article

Publication Date

10-2014

Publication Title

Educational Research and Evaluation

Volume

20

Issue

5

First page number:

366

Last page number:

385

Abstract

A structural equation model of relationships among testing-related motivation variables (test value, effort, self-efficacy, and test anxiety), test-taking strategies (test tactics and metacognitive strategies), gender, and math test performance were examined with a sample of 10th graders (N = 438; 182 males and 256 females). In general, motivation variables influenced the use of test-taking strategies and demonstrated stronger impacts on math performance than did test-taking strategies. Gender differences were found in self-efficacy and test anxiety. With a few surprising but culturally relevant results that warrant further investigation, the current study extended previous works on antecedents of academic achievement to testing situations within the self-regulated learning theory.

Keywords

Effort; Metacognitive strategies; Self-efficacy; Test anxiety; Test strategies; Test value

Disciplines

Education | Educational Psychology | Psychology

Language

English

Find It

UNLV article access

Search your library

Share

COinS