ABSTRACT

Α frequently used indicator to reflect student performance is that of a test score. However, although tests are designed to assess students’ knowledge or skills, other factors can also affect test results such as test-taking strategies. Therefore, the purpose of this study was to model the interrelationships among test-taking strategy instruction (with a focus on metacognition), answer changing bias and performance on multiple-choice tests among college students through structural equation modelling. This study, which was based on a sample of 1512 students from Greece, has managed to extend the findings of previous research by proposing a model that demonstrates the interplay between these variables.

摘要

反映学生成绩的常用指标是考试成绩。然而，虽然测试旨在评估学生的知识或技能，但其他因素也会影响测试结果，例如应试策略。因此，本研究的目的是通过结构方程模型对大学生的应试策略教学（重点是元认知）、答案变化偏差和多项选择题的表现之间的相互关系进行建模。这项研究基于来自希腊的 1512 名学生的样本，通过提出一个模型来展示这些变量之间的相互作用，成功地扩展了先前研究的结果。