There may be successful and less successful learners in every learning context. The latter group may try their best to improve their performance in comparison with their previous failures. To achieve such an objective, they try to adopt goals which are likely to promote their success. Such goals are commonly known as personal best goals. The purpose of the present study was to investigate the role of personal best goals in behavioural, cognitive, and emotional engagement of learners in an academic context. The participants of the study consisted of 302 B.A. university students majoring in English literature. One questionnaire consisting of items relating to different types of engagement and personal best goals was applied to collect the data of the study. Confirmatory factor analysis was conducted for each of the measures related to personal best goals, behavioural, emotional, and cognitive engagement, each showing an acceptable goodness of fit index. Moreover, a model was proposed. In the proposed structural equation model, personal best goals accounted for 55, 51, and 51 percent of variance in cognitive, behavioural, and emotional engagement, respectively.
Abstract-The aim of this paper is to give a review of the studies which have been conducted on the role of the frequent administrations of tests. This includes studies on the effect of testing frequency on students' scores, anxiety, motivation, preparation, class participation, long-term retention of the materials, and the effect of the feedback which is given based on students' performance on these frequent tests. It also gives a brief summary of different types of test-anxious students and models of test anxiety.
The purpose of this study was to explore the relationship between the frequent administrations of English tests and students' motivation, anxiety, and feelings. It also aimed to explore the effect of frequent administrations of English tests on students' scores on final achievement tests. Three groups of participants with frequent, semi-frequent, and no English tests during the study year participated in this study. A questionnaire was used so that the relationship between the frequent administrations of English tests and students' motivation, anxiety, and feelings could be addressed. The results of the study indicated that the frequent administrations of English tests would not decrease students' anxiety to a high degree. The study also revealed that only %50 of the students believed that their motivation would be promoted through frequent administration of English tests. In addition, the students in those high schools with the frequent administration of English tests did not show any progress compared with scores of the English tests of their preceding school year. Surprisingly, the high school with no test during the school year indicated that students have made significant progress when their tests scores of the preceding and the year under scrutiny were compared.
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