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
SE
SE
SE
SE
Fixed effects
Intercept (I)
.17**
.03
.27**
.05
.35**
.08
.35**
.08
.07
.04
Linear Slope (LS)
.02**
.005
.05*
.02
.05*
.02
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
.142a
.133a
.125a
.353a
Model statistics
Deviance
628.66
604.49
582.21
579.14
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. ; ; -standardized residuals on second mathematics test excluding variance accounted for by first test.