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Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies

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  • Mu-Hsuan Chou

Abstract

Considerable evidence indicates that self-efficacy, task value, anxiety, and the use of language learning strategies are related. However, there is currently an insufficient understanding about their relations in high-stakes testing contexts. The author aimed to investigate how well social factors, test value, anxiety, test performance, and learning strategies predict high school students' self-efficacy in preparing for the English listening test as part of the University Entrance Examination in Taiwan. This research involved a large-scale questionnaire survey and a collection of students' English test scores. The participants were 636 students in Grade 12 of high school in Taiwan. A quantitative analysis of the questionnaire was conducted via hierarchical regression analysis. The results show that students' recent English test performance and test anxiety were two strong predictors of self-efficacy in preparing for the high-stakes test. In addition, resource management and metacognitive listening strategies had better predictive power over prior English level and test value.

Suggested Citation

  • Mu-Hsuan Chou, 2019. "Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(1), pages 61-71, January.
  • Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:61-71
    DOI: 10.1080/00220671.2018.1437530
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    Cited by:

    1. John Peter Wappa & Clement Pembi, 2021. "Examining the Level of Foreign Language Classroom Anxiety among ELT Undergraduate Students: A Quantitative Approach," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(1), pages 478-486, January.

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