ABSTRACT

Metacognitive and motivational strategies used during test preparation, testing, and homework processes are discussed within the self-regulated learning framework of junior high and high school students (grades 7, 10, and 11) in mainland China. In general, motivational inclination and strategies (task value, self-efficacy, and effort investment) demonstrated stronger impacts on test and homework performance than did metacognitive and cognitive strategies (planning, self-checking, strategy selection, test strategies). Worry anxiety added insights in these relations. In testing, students’ self-efficacy beliefs and worry about testing were positively and negatively related to test performance, respectively. Although worrying about homework had a negative impact on application of homework effort, students’ sense of self-efficacy may lessen the negative impact of worry anxiety on homework effort and achievement, especially in mathematics as compared to English as a second language. Older Chinese students showing less motivation and less metacognitive engagement than younger students is a concern that has also been evidenced in students of other countries. The findings unique to Chinese students were discussed within Chinese cultural and educational contexts.