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

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

Text [A61] Educational Psychology 2014 (AAM).doc - Accepted Version Download (432kB)

Abstract / Description

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.

Item Type:	Article
Uncontrolled Keywords:	avoidance coping; evaluation anxiety; metacognition; metacognitive-motivational model; trait motivation; surface approach to studying
Subjects:	100 Philosophy & psychology > 150 Psychology 300 Social sciences > 370 Education
Department:	School of Social Sciences (to June 2021) School of Social Sciences and Professions
Depositing User:	Giovanni Moneta
Date Deposited:	18 Jul 2016 08:37
Last Modified:	04 Jun 2020 11:43
URI:	https://repository.londonmet.ac.uk/id/eprint/1058

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