Exploring the mechanism of test-expectancy effects on strategy change

Japanese Journal of Educational Psychology

Volumn 53, Issue 2, 2005, Pages 172-184

  Murayama, Kou ^a  

^a UNIVERSITY OF TOKYO   (Japan)

Author keywords

Learning strategies; Strategy attribution; Strategy change; Test format; Test expectancy effect

Indexed keywords

EID: 25144460668     PISSN: 00215015     EISSN: None     Source Type: Journal    
DOI: 10.5926/jjep1953.53.2_172     Document Type: Article

References (21)

1. Anderson, C. A., & Jennings, D. W. 1980 When experiences of failure promote success: The impact of attributing failure to uneffective strategies. Journal of Personality, 48, 393-407.
2. Balota, D. A., & Neely, J. H. 1980 Test-expectancy and word-frequency effects in recall and recognition. Journal of Experimental Psychology: Human Learning and Memory, 6, 576-587.
3. Crooks, T. J. 1988 The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438-481.
4. Inuzuka, M. 2002 The structure of reading strategies for understanding expository text. Japanese Journal of Educational Psychology, 50, 152-162.
5. Lovett, M. C., & Anderson, J. R. 1996 History of success and current context in problem solving. Cognitive Psychology, 31, 168-217.
6. Lundeberg, M. A., & Fox, P. W. 1991 Do laboratory findings on test expectancy generalize to classroom outcomes ? Review of Educational Research, 61, 94-106.
7. Marton, F., & Säljö, R. 1976 On qualitative differences in learning II: Outcome and process. British Journal of Educational Psychology, 46, 115-127.
8. McCombs, B. L. 1988 Motivational skill training: Affective learning strategies. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation. San Diego, CA: Academic Press. Pp.141-169.
9. Meyer, G. 1934 An experimental study of the old and new types of examination: I. The effect of the examination set on memory. Journal of Educational Psychology, 15, 641-661.
10. Murayama, K. 2003a Learning strategy use and short- and long-term perceived utility. Japanese Journal of Educational Psychology, 51, 130-140.
11. Murayama, K. 2003b Test format and learning strategy use. Japanese Journal of Educational Psychology, 51, 1-12.
12. Murayama, K. 2004 Effects of test format on learning strategy and perceived utility. Japanese Journal of Psychology, 75, 262-268.
13. Oakhill, J., & Davies, A. M. 1991 The effects of test expectancy on quality of note taking and recall of text at different times of day. British Journal of Psychology, 82, 179-189.
14. Peterson, C., Maier, S., & Seligman, M. E. P. 1993 Learned helplessness: A theory for the age of personal control. New York: Oxford University Press.
15. Sanjivamurthy, P., & Kumar, V. K. 1983 Test mode anticipation and performance: A classroom experiment. Contemporary Educational Psychology, 8, 355-365.
16. Sato, J. 1998 Effects of learners' perceptions of utility and costs, and learning strategy preferences. Japanese Journal of Educational Psychology, 46, 367-376.
17. Schunn, C. D., Lovett, M. C., & Reder, L. M. 2001 Awareness and working memory in strategy adaptivity. Memory and Cognition, 29, 254-266.
18. Thiede, K. W. 1996 The relative importance of anticipated test format and anticipated test difficulty on performance. Quarterly Journal of Experimental Psychology, 49A, 901-918.
19. Weiner, B. 1985 An attribution theory of achievement motivation and emotion. Psychological Review, 92, 548-573.