Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students' Learning Behavior

Table 4

Analysis of change in planning strategies prior to test completion.

	Basic model		Linear model		Quadratic model		MG + quadratic model
	𝑏	SE	𝑏	SE	𝑏	SE	𝑏	SE
Fixed effects
Intercept (I)	.41**	.04	.78**	.09	1.06**	.13	1.06**	.13
𝑀𝐺×𝐼							.09	.07
Linear Slope (LS)			.06**	.01	.18**	.03	.18**	.03
𝑀𝐺×𝐿𝑆							.01	.01
Quadratic Slope (QS)					.01**	.001	.01***	.002
	Var		Var		Var		Var
Random effects
Between: I	.068**		.296**		.595**		.578**
Between: LS			.002**		.023^+		.023^+
Between: QS					.000		.000
Within	.497^a		.420^a		.386^a		.386^a
Model statistics
Deviance	1400.07		1311.45		1276.15		1274.64
No. parameters	3		6		10		12

⁺𝑃<.1; *𝑃<.05; **𝑃<.01; ^ano significance test available.
Note: Intercept represents the values one day before the test. State measures across one day were aggregated. 𝑁_level1=733; 𝑁_level2=59; MG=𝑧-standardized residuals on second mathematics test excluding variance accounted for by first test.