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

• Published in: Educational psychology (Dorchester-on-Thames) Vol. 34; no. 4; pp. 512 - 523
• Main Authors: Spada, Marcantonio M., Moneta, Giovanni B.
• Format: Journal Article
• Language: English
• Published: Dorchester-on-Thames Routledge 07-06-2014; Taylor & Francis Ltd
• Subjects: Academic Achievement; academic examination performance; Anxiety; avoidance coping; Cognition & reasoning; College Students; Coping; Educational psychology; England (London); evaluation anxiety; Foreign Countries; Measures (Individuals); Metacognition; metacognitive-motivational model; Motivation; Path Analysis; Predictor Variables; Questionnaires; Student Attitudes; Student Motivation; Study Habits; Study Skills; surface approach to studying; Test Anxiety; Test Preparation; trait motivation; Undergraduate Students; United Kingdom (London)
• ISSN: 0144-3410; 1469-5820
• DOI: 10.1080/01443410.2013.814196

The objective of this study was to verify the structure of a model of how surface approach to studying is influenced by the trait variables of motivation and metacognition and the state variables of avoidance coping and evaluation anxiety. We extended the model to include: (1) the investigation of the relative contribution of the five metacognition sub-traits; and (2) the prediction of academic examination performance while controlling for past academic examination performance. A sample of 101 university students completed prior to undertaking academic examinations of 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. Results supported the original structure of the metacognitive-motivational model of surface approach to studying in addition to showing that it predicts academic examination performance controlling for past academic examination performance. The present study confirmed some previous findings, identified new predictive relationships and offered a comprehensive model of surface approach to studying and academic examination performance controlling for past academic examination performance.