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Do Chinese Students' Perceptions of Test Value Affect Test Performance? Mediating Role of Motivational and Metacognitive Regulation in Test Preparation
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Hong, Eunsook; Peng, Yun – Learning and Instruction, 2008
The effect of Chinese students' perceived test value on test performance was examined with motivational and metacognitive regulation during test preparation as mediating constructs. Participants were 7th (N = 326) and 11th graders (N = 391) in China. Two path models were examined. Students' perceived test value had a significant direct effect on…
Descriptors: Student Attitudes, Age Differences, Metacognition, Path Analysis
Does Motivation Affect Performance via Persistence?
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Vollmeyer, Regina; Rheinberg, Falko – Learning and Instruction, 2000
Studied the relationships among motivation, persistence, and performance in a sample of 51 German college students. Path analysis showed that initial motivation influenced persistence but that the relationship between persistence and performance was disrupted because learners with more knowledge stopped sooner. (SLD)
Descriptors: College Students, Foreign Countries, Higher Education, Knowledge Level
Achievement Motivation in High School: Contrasting Theoretical Models in the Classroom.
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Garcia-Celay, I. Montero; Tapia, J. Alonso – Learning and Instruction, 1992
Three models of achievement motivation in the classroom are contrasted. Results with 155 high school students suggest that the model of C. S. Dweck and E. S. Elliott offers a better explanation of the relationships among achievement motivation, attributions, emotional reactions, expectancies, and performance than do the other models. (SLD)
Descriptors: Academic Achievement, Attribution Theory, Classroom Techniques, Comparative Analysis