Predicting self-efficacy in test preparation: Gender,value, anxiety,test performance,and strategies |
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| Authors: | Mu-Hsuan Chou |
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| Institution: | Department of Foreign Language Instruction, Wenzao Ursuline University of Languages, Kaohsiung, Taiwan |
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| 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. |
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| Keywords: | Anxiety learning strategy self-efficacy test performance test preparation test value |
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