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The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach.

ABSTRACT: The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers' listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.

SUBMITTER: Xu J

PROVIDER: S-EPMC5744478 | biostudies-other | 2017

REPOSITORIES: biostudies-other

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The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach.

Xu Jian J

Frontiers in psychology 20171222

The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating ef ...[more]

PMID: 29312063

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Project description:Different types of tasks exist, including tasks for research purposes or exams assessing knowledge. According to expectation-value theory, tests are related to different levels of effort and importance within a test taker. Test-taking effort and importance in students decreased over the course of high-stakes tests or low-stakes-tests in research on test-taking motivation. However, whether test-order changes affect effort, importance, and response processes of education students have seldomly been experimentally examined. We aimed to examine changes in effort and importance resulting from variations in test battery order and their relations to response processes. We employed an experimental design assessing N = 320 education students' test-taking effort and importance three times as well as their performance on cognitive ability tasks and a mock exam. Further relevant covariates were assessed once such as expectancies, test anxiety, and concentration. We randomly varied the order of the cognitive ability test and mock exam. The assumption of intraindividual changes in education students' effort and importance over the course of test taking was tested by one latent growth curve that separated data for each condition. In contrast to previous studies, responses and test response times were included in diffusion models for examining education students' response processes within the test-taking context. The results indicated intraindividual changes in education students' effort or importance depending on test order but similar mock-exam response processes. In particular effort did not decrease, when the cognitive ability test came first and the mock exam subsequently but significantly decreased, when the mock exam came first and the cognitive ability test subsequently. Diffusion modeling suggested differences in response processes (separation boundaries and estimated latent trait) on cognitive ability tasks suggesting higher motivational levels when the cognitive ability test came first than vice versa. The response processes on the mock exam tasks did not relate to condition.

Project description:This study aimed to verify whether a pro-environmental prenatal education program has an effect on pregnant women's environmental health awareness and behaviors in Korea. This quasi-experimental study employed a nonequivalent control group and nonsynchronized design based on the protection motivation theory as a theoretical framework. In total, 96 pregnant women had their data collected and analyzed in Korea (40 in the experimental group; and 56 in the control group). Data collection through self-reported questionnaire was conducted between September 2017 and August 2018. The program consisted of lectures and group activities aimed at educating participants on environmental awareness and behaviors. The data were analyzed using t-test, chi square test, and ANCOVA using SPSS 24.0 program. After the intervention, the experimental group showed significantly higher sensitivity (54.78 ± 9.47 and 49.75 ± 5.42; F = 15.13, P < .001), susceptibility (26.30 ± 5.18 and 24.28 ± 4.53; F = 53.94, P < .001), response efficacy (27.40 ± 3.40 and 25.18 ± 4.23; F = 39.42, P < .001), self-efficacy (22.43 ± 4.15 and 21.35 ± 4.25; F = 41.13, P < .001), individual environmental behavior (58.59 ± 12.25 and 51.93 ± 12.64; F = 172.75, P < .001), and communal environmental behavior (18.45 ± 9.68 and 13.13 ± 8.24; F = 126.26, P < .001) than the control group. The developed pro-environmental prenatal education program contained content on the environment and pregnancy, environmental toxin, effects of endocrine disruptors, airborne pollutants, water pollutant, soil pollutant, radio-electronic exposure, and pro-environmental health behaviors during pregnancy. Pregnant women who participated in the pro-environmental prenatal education program had positive changes in environmental health perceptions and behaviors. As environmental hazards continue to increase, pregnant women should receive effective motivational education on eco-environmental protection to increase their sensitivity to environmental risk factors and to encourage active environmental health behaviors.

Dataset Information

The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach.

Publications

The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach.

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