Literaturnachweis - Detailanzeige
| Autor/inn/en | Papanastasiou, Elena C.; Stylianou-Georgiou, Agni |
|---|---|
| Titel | Should They Change Their Answers or Not? Modelling Achievement through a Metacognitive Lens |
| Quelle | In: Assessment in Education: Principles, Policy & Practice, 29 (2022) 1, S.77-94 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0969-594X |
| DOI | 10.1080/0969594X.2022.2053945 |
| Schlagwörter | Test Wiseness; Metacognition; Multiple Choice Tests; Response Style (Tests); College Students; Foreign Countries; Academic Achievement; Student Attitudes; Greece |
| Abstract | ? frequently used indicator to reflect student performance is that of a test score. However, although tests are designed to assess students' knowledge or skills, other factors can also affect test results such as test-taking strategies. Therefore, the purpose of this study was to model the interrelationships among test-taking strategy instruction (with a focus on metacognition), answer changing bias and performance on multiple-choice tests among college students through structural equation modelling. This study, which was based on a sample of 1512 students from Greece, has managed to extend the findings of previous research by proposing a model that demonstrates the interplay between these variables. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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