TY - JOUR
T1 - Should they change their answers or not? Modelling Achievement through a Metacognitive Lens
AU - Papanastasiou, Elena C.
AU - Stylianou-Georgiou, Agni
N1 - Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - answer changing bias
KW - item review
KW - metacognition
KW - SEM
KW - Test-taking strategies
UR - http://www.scopus.com/inward/record.url?scp=85126800573&partnerID=8YFLogxK
U2 - 10.1080/0969594X.2022.2053945
DO - 10.1080/0969594X.2022.2053945
M3 - Article
AN - SCOPUS:85126800573
SN - 0969-594X
JO - Assessment in Education: Principles, Policy and Practice
JF - Assessment in Education: Principles, Policy and Practice
ER -