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

Table 6

Analysis of change in evaluation 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)	.17**	.03	.27**	.05	.35**	.08	.35**	.08
𝑀𝐺×𝐼							.07	.04
Linear Slope (LS)			.02**	.005	.05*	.02	.05*	.02
𝑀𝐺×𝐿𝑆
Quadratic Slope (QS)					.003*	.001	.003*	.004
	Var		Var		Var		Var
Random effects
Between: I	.029**		.081**		.200**		.188**
Between: LS			.000*		.010*		.009*
Between: QS					.000		.000
Within	.142^a		.133^a		.125^a		.353^a
Model statistics
Deviance	628.66		604.49		582.21		579.14
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.