2012 Volume 8 Issue 1 Pages 19-30
This study investigated the relationship between values of a test and the strategies used in learning for and reviewing a test. We employed test approach-avoidance tendency as a mediator variable for evaluating the above relationship. Data was collected from 493 high school students using a self-reported questionnaire. The results showed that strategies used in learning for a test had a relationship with those used in reviewing a test. This suggests that teaching students strategies to learn for a test might be useful in fostering effective strategies to review for a test. In addition, it was indicated that the test-approach tendency promoted effective strategies, and that students who considered a test as an effective way to improve their learning strategies and create a learning program had a higher test-approach tendency. Furthermore, values of a test exhibited a direct relationship to learning strategies that were controlled.
