Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students' Learning Behavior
Table 5
Analysis of change in monitoring strategies prior to test completion.
Basic model
Linear model
Quadratic model
MG + quadratic model
SE
SE
SE
SE
Fixed effects
Intercept (I)
.34**
.04
.64**
.08
.90**
.12
.90**
.12
.14*
.07
Linear Slope (LS)
.05**
.01
.16**
.03
.16**
.03
.01*
.001
Quadratic Slope (QS)
.01**
.002
.01**
.001
Var
Var
Var
Var
Random effects
Between: I
.052**
.252**
.524**
.463**
Between: LS
.002**
.021+
.019+
Between: QS
.000
.000
Within
.381a
.322a
.293a
.292a
Model statistics
Deviance
1232.34
1152.43
1111.16
1107.86
No. parameters
3
6
10
12
+; *; **; ano significance test available. Note: Intercept represents the values one day before the test. State measures across one day were aggregated. ; ; MG-standardized residuals on second mathematics test excluding variance accounted for by first test.
