Learning management systems (LMS) offer quiz tools that help students prepare for examinations. The purpose of this study is to investigate quiz tracking variables typically reported by LMS in relation to student achievement, motivation and learning strategies. The data from 143 undergraduate students comprised quiz tracking variables (number of attempts, completion time, and score), exam scores and responses to the Need for Cognition Scale (NfC), and selected components from the Motivated Strategies for Learning Questionnaire and the Achievement Goal Questionnaire. We hypothesized students retrieving information from memory while taking a quiz would complete the quiz in less time than students who searched for answers in the textbook, and consequently, quiz completion time would correlate with exam performance and key motivational and self-regulatory factors. We found quiz completion time correlated positively with performance-avoidance goal orientation. It correlated negatively with exam performance, NfC, self-efficacy, and effort regulation. The results indicated completion time of low stakes quizzes is associated with achievement-related motivations and reliably predicts achievement on summative exams. We attribute these links to the use of retrieval practice by students who successfully regulate their effort and learning strategies.

中文翻译：

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测验的完成时间能告诉我们有关学生的动机和学习策略吗？

学习管理系统（LMS）提供了测验工具，可帮助学生为考试做准备。这项研究的目的是调查LMS通常报告的与学生成绩，动机和学习策略有关的测验跟踪变量。来自143名本科生的数据包括测验跟踪变量（尝试次数，完成时间和分数），考试分数和对“认知需求量表”（NfC）的反应，以及“学习动机调查策略”和“成就目标”中的部分内容问卷调查。我们假设学生在进行测验时从内存中检索信息将比在教科书中搜索答案的学生花费更少的时间完成测验，因此，测验完成时间将与考试成绩以及关键的动机和自我调节因素相关。我们发现测验完成时间与避免绩效目标取向呈正相关。它与考试成绩，NfC，自我效能感和努力调节负相关。结果表明，低分测验的完成时间与成就相关的动机相关，并且可以可靠地预测总结考试的成绩。我们将这些链接归因于成功调节自己的努力和学习策略的学生对检索实践的使用。结果表明，低分测验的完成时间与成就相关的动机相关，并且可以可靠地预测总结考试的成绩。我们将这些链接归因于成功调节自己的努力和学习策略的学生对检索实践的使用。结果表明，低分测验的完成时间与成就相关的动机相关，并且可以可靠地预测总结考试的成绩。我们将这些链接归因于成功调节自己的努力和学习策略的学生对检索实践的使用。