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Metacognitive and motivational predictors of surface approach to studying and academic examination performance

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Spada, Marcantonio M. and Moneta, Giovanni B. (2014) Metacognitive and motivational predictors of surface approach to studying and academic examination performance. Educational Psychology, 34 (4). pp. 512-523. ISSN 0144-3410

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Abstract

In this study we put forward and tested a model of how surface approach to studying during exam preparation is influenced by the trait variables of motivation and metacognition and the state variables of avoidance coping and evaluation anxiety. A sample of 528 university students completed, one week before exams, the following self-report instruments: Work Preference Inventory, Metacognitions Questionnaire 30, Revised COPE Inventory, Evaluation Anxiety Scale and Approaches and Study Skills Inventory for Students. Structural equation modelling indicated that metacognition directly promoted surface approach to studying. In addition, both avoidance coping and evaluation anxiety directly promoted surface approach to studying and partially mediated the relationships between traits and surface approach to studying. The implications of these findings are outlined.

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