A Model of Interplay between Student English Achievement and the Joint Affective Factors in a High-Stakes Test Change Context: Model Construction and Validity

Autor/in	ShayesteFar, Parvaneh
Titel	A Model of Interplay between Student English Achievement and the Joint Affective Factors in a High-Stakes Test Change Context: Model Construction and Validity
Quelle	In: Educational Assessment, Evaluation and Accountability, 32 (2020) 3, S.335-371 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (ShayesteFar, Parvaneh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-020-09326-8
Schlagwörter	Language Tests; High Stakes Tests; English Language Learners; Student Attitudes; Test Anxiety; Stress Variables; Learning Motivation; Academic Achievement; College Entrance Examinations; Predictor Variables; Test Use + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Schülerverhalten; Examination phobia; Testangst; Prüfungsangst; Motivation for studies; Lernmotivation; Schulleistung; Aufnahmeprüfung; Prädiktor; Testanwendung
Abstract	Research on test change often documents high-stakes English test impact on English language learning, whereas evidence for simultaneous impact on affective predictors of learning is still missing. We tested a theoretical model positing that changing high-stake English tests (English Language Requirements for University Entrance, in this study) influences learners' attitude, perceived test-anxiety, learning stress, and motivation for learning, and that perceived motivation, test-anxiety, and learning stress mediate the link between attitude and achievement (English language achievement). Results of a structural equation modeling (SEM) confirmed the model yielding support for the strong total effects of attitude and motivation on achievement (N = 468 EFL learners). Under such a program, test-anxiety and learning stress negatively correlated with attitude, mediated the effects of attitude on achievement, and their joint effect negatively influenced motivation having the second strongest direct effect on achievement. Motivation was also documented as important mediator of the effects of attitude, text-anxiety, and learning stress on achievement. The model was used as a means to validate the new tests in terms of their perceived consequences and effectiveness and, in effect, helped observe a discrepancy between the idealized policy behind the change and the real practices within the change context. Educational implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01