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Exploring the relationship between C...

Zhao, Jing.

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Exploring the relationship between Chinese university students' attitudes toward College English Test and their test performance.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the relationship between Chinese university students' attitudes toward College English Test and their test performance./
作者:	Zhao, Jing.
面頁冊數:	102 p.
附註:	Source: Masters Abstracts International, Volume: 44-06, page: 2525.
Contained By:	Masters Abstracts International44-06.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR15401
ISBN:	9780494154014

Exploring the relationship between Chinese university students' attitudes toward College English Test and their test performance.
Zhao, Jing.

Exploring the relationship between Chinese university students' attitudes toward College English Test and their test performance. - 102 p.

Source: Masters Abstracts International, Volume: 44-06, page: 2525.

Thesis (M.Ed.)--Queen's University (Canada), 2006.

The present study explored the relationship between Chinese university students' attitudes toward the College English Test Band 4 (CET 4) and their test performance. Students' attitudes were explored through a questionnaire which consisted of five theoretically-driven constructs. The five constructs roughly fitted into cognitive, affective and behavioral dimensions which were deemed as three components of attitudes (Rosenberg & Hovland, 1960; McMillan, 2004; Zanna & Rempei, 1988). Students' total scores on CET-4 were utilized to indicate their test performance. A total of 212 students from two universities in a southern city of China participated in this study. Several quantitative methods, including descriptive statistics, factor analysis, correlations, stepwise multiple regressions were used to analyze the data.

ISBN: 9780494154014Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Exploring the relationship between Chinese university students' attitudes toward College English Test and their test performance.
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245 1 0 $a Exploring the relationship between Chinese university students' attitudes toward College English Test and their test performance.
300 $a 102 p.
500 $a Source: Masters Abstracts International, Volume: 44-06, page: 2525.
502 $a Thesis (M.Ed.)--Queen's University (Canada), 2006.
520 $a The present study explored the relationship between Chinese university students' attitudes toward the College English Test Band 4 (CET 4) and their test performance. Students' attitudes were explored through a questionnaire which consisted of five theoretically-driven constructs. The five constructs roughly fitted into cognitive, affective and behavioral dimensions which were deemed as three components of attitudes (Rosenberg & Hovland, 1960; McMillan, 2004; Zanna & Rempei, 1988). Students' total scores on CET-4 were utilized to indicate their test performance. A total of 212 students from two universities in a southern city of China participated in this study. Several quantitative methods, including descriptive statistics, factor analysis, correlations, stepwise multiple regressions were used to analyze the data.
520 $a The results of the study showed that students held strong yet mixed feelings toward CET-4. On one hand, they were motivated to do well on CET-4; on the other hand, they were not sure of their abilities to perform well on the test. Two factors, test-taking motivation and test-taking anxiety/lack of concentration, were the best predictors of students' test performance on CET-4. Student's attitudes toward CET-4 accounted for about 15.4% of the variance in their test performance. The factor test-taking anxiety/lack of concentration differentiated female and male students. Three factors, test-taking anxiety/lack of concentration, test-taking motivation, and belief in CET-4 differentiated high-achieving students from low-achieving students.
520 $a The present study investigated the impact of testing from the perspectives of the students (their attitudes) toward CET-4 in conjunction with their test performance. It shed some light on the existing test impact literature. In the practical sense, the present study has provided CET -4 major stakeholders with useful information about the relationship between students' attitudes and their test performance, thus potentially improving students' learning.
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