Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 45-62 |
| Number of pages | 18 |
| Journal | Educational Psychology |
| Volume | 32 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Jan 2012 |
Bibliographical note
This is an Accepted Manuscript version of the following article, accepted for publication in Educational Psychology: An International Journal of Experimental Educational Psychology. Spada, M. M., & Moneta, G. B. (2011). A metacognitive-motivational model of surface approach to studying. Educational Psychology, 32(1), 45–62. https://doi.org/10.1080/01443410.2011.625610. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.Keywords
- avoidance coping
- evaluation anxiety
- metacognition
- metacognitive-motivational model
- surface approach to studying
- trait motivation