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Should they change their answers or not? Modelling Achievement through a Metacognitive Lens.
- Source :
- Assessment in Education: Principles, Policy & Practice; Feb2022, Vol. 29 Issue 1, p77-94, 18p
- Publication Year :
- 2022
-
Abstract
- Α 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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0969594X
- Volume :
- 29
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Assessment in Education: Principles, Policy & Practice
- Publication Type :
- Academic Journal
- Accession number :
- 156652969
- Full Text :
- https://doi.org/10.1080/0969594X.2022.2053945