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

Table 2

Analysis of change in test-related cognitions 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)	.52	.05	.87**	.10	1.19**	.15	1.19**	.15
𝑀𝐺×𝐼							.19*	.08
Linear Slope (LS)			.05**	.01	.19**	.04	.19**	.04
𝑀𝐺×𝐿𝑆							.02*	.01
Quadratic Slope (QS)					.01**	.002	.01**	.002
	Var		Var		Var		Var
Random effects
Between: I	.100**		.405**		.776**		.695**
Between: LS			.003**		.033*		.031*
Between: QS					.000		.000
Within	.577^a		.487^a		.443^a		.443^a
Model statistics
Deviance	1503.04		1420.01		1381.23		1377.15
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.