Test Preparation and Performance: A Self-Regulatory Analysis

Abstract The effect of self-regulatory processes on test preparation and performance was examined. The author used a structured 1-to-1 interview to query 62 college students enrolled in the same psychology class about their self-regulatory processes. The author expected that (a) high test scorers would use more self-regulatory processes to enhance their test preparation and performance than would low test scorers; (b) self-regulation would positively affect test performance; and (c) self-regulatory skill, self-efficacy beliefs, and perceived instrumentality would predict subsequent test performance. All hypotheses were supported by the data. The results of this study are discussed from a sociocognitive perspective.