College Students' Behavior on Multiple Choice Self-tailored Exams in Relation to Metacognitive Ability, Self-efficacy, and Test Anxiety PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download College Students' Behavior on Multiple Choice Self-tailored Exams in Relation to Metacognitive Ability, Self-efficacy, and Test Anxiety PDF full book. Access full book title College Students' Behavior on Multiple Choice Self-tailored Exams in Relation to Metacognitive Ability, Self-efficacy, and Test Anxiety by Jasna Vuk. Download full books in PDF and EPUB format.
Author: Jasna Vuk
Publisher:
ISBN:
Category : Metacognition
Languages : en
Pages :
Get Book Here
Book Description
The purpose of this study was to observe college students' behavior on five self-tailored, multiple choice exams throughout a semester in relation to: a) metacognitive ability, b) self-efficacy expectations, and c) test anxiety. Additionally, the effect of a self-tailoring procedure on exam scores and content validity of the tests was observed. Self-tailored testing was defined as an option in which students selected up to five questions they wanted to omit from being scored on an exam. Students' metacognitive ability was defined as the percentage of incorrectly answered questions out of the total number omitted. Ninety-nine college students from two sections of an educational psychology undergraduate course participated in this study. Eighty students completed the study; seventy-one used an option to omit questions on all exams. Before taking exam 1, students answered measures of self-efficacy and test anxiety. After completing each of the five course exams, students marked on the back of their answer sheet up to five questions they wanted to be omitted from scoring. After exam 5, students answered a questionnaire that addressed their perception of the self-tailoring procedure. MANOVA, repeated measures ANOVA, Pearson correlations, t-test and one-way ANOVA were conducted. Students made a statistically significant increase in their scores on all exams by using the questions omitting procedure. There was a statistically significant linear increase of percentages of incorrectly answered questions out of the total number omitted across five exams. Frequency of items that students omitted from scoring were significantly negatively correlated with item difficulty values. The content validity of the test was affected on two out of five exams based on cognitive level of items and on three out of five exams based on chapter coverage. Students' self-efficacy expectations and test anxiety were not related to the likelihood to apply the self-tailoring procedure or to the degree of success students had in applying the procedure. The study provided a new perspective on self-tailored tests in college classroom with implications for teaching, assessment, and students' metacognitive abilities.
Author: Jasna Vuk
Publisher:
ISBN:
Category : Metacognition
Languages : en
Pages :
Get Book Here
Book Description
The purpose of this study was to observe college students' behavior on five self-tailored, multiple choice exams throughout a semester in relation to: a) metacognitive ability, b) self-efficacy expectations, and c) test anxiety. Additionally, the effect of a self-tailoring procedure on exam scores and content validity of the tests was observed. Self-tailored testing was defined as an option in which students selected up to five questions they wanted to omit from being scored on an exam. Students' metacognitive ability was defined as the percentage of incorrectly answered questions out of the total number omitted. Ninety-nine college students from two sections of an educational psychology undergraduate course participated in this study. Eighty students completed the study; seventy-one used an option to omit questions on all exams. Before taking exam 1, students answered measures of self-efficacy and test anxiety. After completing each of the five course exams, students marked on the back of their answer sheet up to five questions they wanted to be omitted from scoring. After exam 5, students answered a questionnaire that addressed their perception of the self-tailoring procedure. MANOVA, repeated measures ANOVA, Pearson correlations, t-test and one-way ANOVA were conducted. Students made a statistically significant increase in their scores on all exams by using the questions omitting procedure. There was a statistically significant linear increase of percentages of incorrectly answered questions out of the total number omitted across five exams. Frequency of items that students omitted from scoring were significantly negatively correlated with item difficulty values. The content validity of the test was affected on two out of five exams based on cognitive level of items and on three out of five exams based on chapter coverage. Students' self-efficacy expectations and test anxiety were not related to the likelihood to apply the self-tailoring procedure or to the degree of success students had in applying the procedure. The study provided a new perspective on self-tailored tests in college classroom with implications for teaching, assessment, and students' metacognitive abilities.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: Marissa Kay Hartwig
Publisher:
ISBN:
Category : Test anxiety
Languages : en
Pages : 156
Get Book Here
Book Description
Abstract: This study sought to explore the relationships among college students' predictions of exam performance, metacognitive judgments, perceived self-efficacy, generalized self- doubt, and actual exam performance. Self-doubt, measured by the Subjective Overachievement Scale, was found to be relatively stable across three time points of measurement in this study, even when one point was immediately prior to a midterm examination. Additionally, self-doubt was found to be significantly negatively related to students' metacognitive judgments, self- efficacy judgments, and score predictions. No significant relationship was found between self-doubt and calibration of predictions. Metacognitive judgments and self-efficacy judgments were found to be significantly correlated. Both were related to students' score predictions, although self- efficacy made a larger unique contribution to the variance in predictions. The relationship between metacognitive judgments and self-efficacy judgments is discussed. Further, students' test score predictions were strong predictors of their actual exam performance. An even stronger predictor of performance, however, was students' absolute accuracy (i.e. their non-directional bias) in their predictions. That is, high performance and high prediction accuracy were strongly positively related.
Author: James Peter Christopoulos
Publisher:
ISBN:
Category :
Languages : en
Pages : 298
Get Book Here
Book Description
Author: Sachin Jain
Publisher: ProQuest
ISBN: 9780542876158
Category : Math anxiety
Languages : en
Pages : 111
Get Book Here
Book Description
Author: Deborah L. Feltz
Publisher: Human Kinetics
ISBN: 9780736059992
Category : Sports & Recreation
Languages : en
Pages : 424
Get Book Here
Book Description
Self-belief, known as 'self-efficacy' by sports psychologists is widely believed to be an essential component of sporting success. This volume examines the nature of efficacy as it applies to sporting behaviour in coaches, athletes and teams.
Author: Kristen McCoy
Publisher:
ISBN: 9781339843599
Category : Dissertations, Academic
Languages : en
Pages : 92
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Self-efficacy
Languages : en
Pages : 118
Get Book Here
Book Description
"This study examined the predictive relationships between test anxiety, general and academic self-efficacy, and test performance. Students face many challenges when experiencing the new pressure that comes with attending college and this can lead to experiencing stress and anxiety. Stress and anxiety can interfere with their capability to perform well in school. Test anxiety, specifically, has been found to be a problem for many college students. Different factors, such as self-efficacy, may help decrease the effect of test anxiety on performance, but there is limited research on how it interacts with test performance. In the current study it was hypothesized that test anxiety, general self-efficacy, and academic self-efficacy would each predict test performance. In addition, it was hypothesized that the combination of test anxiety and self-efficacy (both general and academic) would better predict test performance than test anxiety alone. In the current study, there were 12 participants from a small, private college. Findings indicated that students who had higher levels of academic self-efficacy scale tended to perform better on tests. Implications are discussed"--Page 6.
Author: Melissa Ruth Rosetta
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 256
Get Book Here
Book Description
Author: Jay Parkes
Publisher: Routledge
ISBN: 1317540905
Category : Education
Languages : en
Pages : 155
Get Book Here
Book Description
Multiple-choice questions (MCQs) are a ubiquitous tool used in college classrooms, yet most instructors admit that they are not prepared to maximize the question's benefits. Learning and Assessing with Multiple-Choice Questions in College Classrooms is a comprehensive resource designed to enable instructors and their students to enhance student learning through the use of MCQs. Including chapters on writing questions, assessment, leveraging technology, and much more, this book will help instructors increase the benefits of a question type that is incredibly useful as both a learning and assessment tool in an education system seeking ways to improve student outcomes. .
