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  • 1. Chia Ying Betty Hu Dr. Pi-Ying Teresa Hsu Date: November 17, 2009 Do Chinese students’ perceptions of test value affect test performance? Mediating role of motivational and metacognitive regulation in test preparation
  • 2. Hong, E., & Pen, 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, 499-512.
  • 3. Reflection Results Methodology Introduction Content
  • 4.
    • With testing a central element in education, students form beliefs about testing, and these views change as they go through an education system.
    • (Paris, Lawton, & Turner, 1991)
    Introduction
  • 5.
    • Some students maintain positive views about tests or view testing as a necessary element of school life, many students view testing as boring, plainly dislike it, or show apathy about tests.
    • (Paris et al., 1991; Wade & Moore, 1993)
    Introduction
  • 6.
    • To examined three major constructs drawn from the social-cognitive perspective of self-regulated learning- task value , motivation , and metacognition as they are applied to test preparation.
    Propose of the Study
  • 7. Framework Perceived test value Test performance Motivational regulation Metacognitive Regulation
  • 8. Hypotheses model
  • 9. Hypotheses students who hold strong test value would perceive themselves as regulating motivation and using metacognitive strategies more than those who hold weak test value The relationship of test value to perceived motivational and metacognitive regulation would be weaker in older students than in younger students, as older students’ test value and perceived self-regulatory behaviors are more likely in the process of changing toward declination Students’ perceived test value had a significant direct effect on motivation and metacognitive regulation. H1 H2
  • 10. Hypotheses Test value would have an effect on test performance through the mediation of self-regulation, but not directly when mediating variables are included in the model. Students who report regulating motivation during test preparation would score higher in tests than those who regulate less. Test value also had a significant indirect effect on test performance. Motivational regulation had a significant direct effect on test performance . H3 H4
  • 11. Hypotheses The relationship of perceived motivational regulation and test performance would be weaker in older students than in younger students due to some older students manifesting a decline in motivation for school works, although the pattern and timing may be inconsistent among them The relationship of test value to perceived motivational and metacognitive regulation would be weaker in older students than in younger students, as older students’ test value and perceived self-regulatory behaviors are more likely in the process of changing toward declination
    • Motivational regulation had a significant direct effect on test performance . Although the structural coefficients were both statistically significant in each grade level , they were not invariant .
    • Metacognitive regulation did not demonstrate a significant effect on test performance in both grades
    X H5 H6
  • 12. Hypotheses The relationship of perceived motivational regulation and test performance would be weaker in older students due to inconsistent use of strategies during test preparation as compared to younger students The relationship between perceived motivational and metacognitive regulation would be positive and strong The correlation between the motivation and metacognition disturbances was statistically significant Motivational regulation had a significant direct effect on test performance . Although the structural coefficients were both statistically significant in each grade level , they were not invariant . X H7 H8
  • 13. Methodology Participant 7 grade ( 6 classes) 11 grade ( 6 Classes) 11 grade ( 4 Classes) 7 grade ( 2 Classes) C B D A
  • 14. Participants Total: 326 11 GRADE: 7 GRADE: Male: 160 Female: 166 Male: 152 Female: 239 Total: 391
  • 15. Instruments Self-Assessment Questionnaire - Test and test preparation Final Exam - Chinese -Meth
  • 16. Self-Assessment Questionnaire- Test and test preparation Measuring Effort (Eff) Persistence (Per) Measuring Planning (Pl) Self-Checking (SC) Strategy Selection (SS) Test Value in the Future Life(Val-f) Measuring Test Value in Learning (Val-l)
  • 17. Final exam
    • Chinese Language
    • Multiple Choice
    • Fill-in-the-Blank
    • Short answer for reading comprehension
    • Short essay
    • Mathematics
    • Word Problems
    • Multiple Choice
    • Fill-in-the-Blank
  • 18. Internal consistency
  • 19. Internal consistency
  • 20. Results
  • 21. Motivational regulation Metacognitive regulation .63** (.51)** ns (ns) . 47** (.42)** .38** (.18)* . 74** (.56)** Motivational regulation had a significant direct effect on test performance The correlation between the motivation and metacognition disturbances was statistically significant Students’ perceived test value had a significant direct effect on motivational regulation Students’ perceived test value had a significant direct effect on metacognitive regulation Perceived test value Test performance metacognitive regulation did not demonstrate a significant effect on test performance in both grades
  • 22.
    • This research had a neat hypotheses model.
    • The final exam was not consistent.
    • The result didn’t clearly response the hypotheses statements.
    Reflection
  • 23.  

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