Dong Manxia, Liu Xiaohua
School of Business English, Sichuan International Studies University, China.
School of Humanities and Social Science, The Chinese University of Hong Kong, Shenzhen, China.
Heliyon. 2022 Nov 29;8(12):e11910. doi: 10.1016/j.heliyon.2022.e11910. eCollection 2022 Dec.
This study investigates the relationships between learners' perceptions of a high-stakes test and their learning motivations and time allotment to explore the mechanism of test washback on learning. A questionnaire was administered to 3105 Chinese senior high school students. Descriptive statistics, exploratory factor analysis, standard multiple regression and structural equation modelling were performed. The study found that students' positive test perceptions (i.e., validity and importance) better predicted their intrinsic motivations (i.e., communicative and development motivations) than their negative test perceptions (i.e., perceptions of test impact), which were found to better predict their extrinsic motivation towards external requirements. In addition, students' perceptions of test validity and test impact both had direct effects on learning time allotment and a small indirect effect through development motivation and requirement motivation, while perceptions of test importance only indirectly influenced learning time allotment through development motivation. These findings have important implications for learning and teaching.
本研究调查学习者对高风险测试的看法与其学习动机和时间分配之间的关系，以探索测试反拨作用于学习的机制。对3105名中国高中生进行了问卷调查。进行了描述性统计、探索性因素分析、标准多元回归和结构方程建模。研究发现，学生的积极测试看法（即有效性和重要性）比消极测试看法（即对测试影响的看法）更能预测其内在动机（即交际动机和发展动机），而消极测试看法更能预测其对外部要求的外在动机。此外，学生对测试有效性和测试影响的看法都对学习时间分配有直接影响，并通过发展动机和要求动机产生较小的间接影响，而对测试重要性的看法仅通过发展动机间接影响学习时间分配。这些发现对学习和教学具有重要意义。
