Abstract:Previous studies suggest that there are students who obtain high scores on term tests but not on external achievement tests (external tests, hereafter) and that differential performances across term and external tests are affected by students' learning strategies, motivation for learning, and test belief (i.e., the beliefs a test taker has about a test). This study examined (a) to what extent students perform well only on term tests and (b) how differences in scores between term and external tests are related … Show more
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