Research on test change often documents high-stakes English test impact on English language learning, whereas evidence for simultaneous impact on affective predictors of learning is still missing. We tested a theoretical model positing that changing high-stake English tests (English Language Requirements for University Entrance, in this study) influences learners’ attitude, perceived test-anxiety, learning stress, and motivation for learning, and that perceived motivation, test-anxiety, and learning stress mediate the link between attitude and achievement (English language achievement). Results of a structural equation modeling (SEM) confirmed the model yielding support for the strong total effects of attitude and motivation on achievement ( N = 468 EFL learners). Under such a program, test-anxiety and learning stress negatively correlated with attitude, mediated the effects of attitude on achievement, and their joint effect negatively influenced motivation having the second strongest direct effect on achievement. Motivation was also documented as important mediator of the effects of attitude, text-anxiety, and learning stress on achievement. The model was used as a means to validate the new tests in terms of their perceived consequences and effectiveness and, in effect, helped observe a discrepancy between the idealized policy behind the change and the real practices within the change context. Educational implications are discussed.

中文翻译：

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高风险测试变化背景下学生英语成绩与联合情感因素相互作用的模型：模型构建和有效性

对测试变化的研究经常记录高风险英语测试对英语语言学习的影响，而同时影响学习的情感预测因子的证据仍然缺失。我们测试了一个理论模型，假设不断变化的高风险英语测试（本研究中的大学入学英语语言要求）会影响学习者的态度、感知的考试焦虑、学习压力和学习动机，并且感知动机、测试 -焦虑和学习压力在态度和成绩（英语语言成绩）之间起到中介作用。结构方程模型 (SEM) 的结果证实了该模型支持态度和动机对成就的强大总体影响（N = 468 EFL 学习者）。在这样的计划下，考试焦虑和学习压力与态度负相关，介导态度对成就的影响，它们的联合效应对动机产生负面影响，对成就的直接影响次之。动机也被记录为态度、文本焦虑和学习压力对成就影响的重要中介。该模型被用作验证新测试的感知后果和有效性的手段，实际上有助于观察变革背后的理想化政策与变革背景下的实际实践之间的差异。讨论了教育意义。动机也被记录为态度、文本焦虑和学习压力对成就影响的重要中介。该模型被用作验证新测试的感知后果和有效性的手段，实际上有助于观察变革背后的理想化政策与变革背景下的实际实践之间的差异。讨论了教育意义。动机也被记录为态度、文本焦虑和学习压力对成就影响的重要中介。该模型被用作验证新测试的感知后果和有效性的手段，实际上有助于观察变革背后的理想化政策与变革背景下的实际实践之间的差异。讨论了教育意义。