Metacognitive strategies and test performance : An experience sampling analysis of students’ learning behavior

Abstract

The aim of the present study was to explore students’ learning-related metacognitions prior to an in-class achievement test. A sample of 70 students in grade 11 (Mage= 17.09 years) completed a series of state-based measures over a two-week period via the experience sampling method until the day before a class test. Results illustrated students’ self-regulatory ability to preserve their motivational and cognitive resources. Metacognitive strategy use was found to significantly increase as the test date approached underscoring the goal-oriented nature of situated learning behaviors. Higher intercepts and increases in frequency of test-related cognitions over time positively corresponded to test performance. Implications for future research employing the experience sampling method as well as implications for future practice are discussed.