Do Chinese students' perceptions of test value affect test performance? Mediating role of motivational and metacognitive regulation in test preparation

The effect of Chinese students' perceived test value on test performance was examined with motivational and metacognitive regulation during test preparation as mediating constructs. Participants were 7th (N = 326) and 11th graders (N = 391) in China. Two path models were examined. Students' perceived test value had a significant direct effect on motivational and metacognitive regulation as well as an indirect effect on test performance through the mediation of motivational regulation. However, the direct effect of test value on test performance was not significant. Although motivational regulation was significantly related to test performance, metacognitive regulation was not. Age differences were evident in some structural relationships. Cultural and educational implications of the current findings were discussed.