Do Chinese students' perceptions of test value affect test performance? Mediating role of motivational and metacognitive regulation in test preparation
Document Type
Article
Publication Date
12-2008
Publication Title
Learning and Instruction
Publisher
Elsevier
Volume
18
Issue
6
First page number:
499
Last page number:
512
Abstract
The effect of Chinese students' perceived test value on test performance was examined with motivational and metacognitive regulation during test preparation as mediating constructs. Participants were 7th (N = 326) and 11th graders (N = 391) in China. Two path models were examined. Students' perceived test value had a significant direct effect on motivational and metacognitive regulation as well as an indirect effect on test performance through the mediation of motivational regulation. However, the direct effect of test value on test performance was not significant. Although motivational regulation was significantly related to test performance, metacognitive regulation was not. Age differences were evident in some structural relationships. Cultural and educational implications of the current findings were discussed.
Keywords
Chinese students; Metacognition; Motivation; Self-regulation; Test value
Disciplines
Education | Educational Psychology | Psychology | Race and Ethnicity
Language
English
Repository Citation
Hong, E.,
Peng, Y.
(2008).
Do Chinese students' perceptions of test value affect test performance? Mediating role of motivational and metacognitive regulation in test preparation.
Learning and Instruction, 18(6),
499-512.
Elsevier.
http://dx.doi.org/10.1016/j.learninstruc.2007.10.002