Award Date

1-1-2005

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Educational Psychology

First Committee Member

Eunsook Hong

Number of Pages

177

Abstract

This study investigated the use of test-preparation and test-taking strategies of 429 tenth graders from a key high school in Guangzhou, China. Differences in strategy uses among low-, medium-, and high-achieving groups were determined in two subject-matter areas (Chinese language and mathematics); Instruments used for data collection were the Test Preparation Strategies Questionnaire (TPSQ) and Test Taking Strategies Questionnaire (TTSQ), which examined students' strategy use in cognitive/metacognitive, motivational/emotional, environmental management areas; Results indicated that Chinese tenth graders memorized contents more often than other strategies while preparing for tests. Students planned their course of action for test preparation and selected study strategies more often than monitoring their study behaviors. High achievers expended more effort, valued testing, had more competence, had low test anxiety, used more test tactics, preferred a quite environment, managed time better, and asked assistance more often than low achievers when preparing for tests and during tests. However, group differences were not significant in most of the cognitive and metacognitive strategies examined in this study.

Keywords

Chinese; High; Preparation; School; Strategies; Students; Taking; Test

Controlled Subject

Educational psychology; Education, Secondary; Educational tests and measurements

File Format

pdf

File Size

3645.44 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/ptco-3mc4


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