NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ950331
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0144-3410
A Metacognitive-Motivational Model of Surface Approach to Studying
Spada, Marcantonio M.; Moneta, Giovanni B.
Educational Psychology, v32 n1 p45-62 2012
In this study, we put forward and tested a model of how surface approach to studying during examination 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 examinations, 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. (Contains 2 figures and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)