Why are some high achievers on the course final exam unsuccessful on the proficiency exam in English?

Author:

Matsunuma Mitsuyasu1

Affiliation:

1. Waseda University

Publisher

The Japanese Psychological Association

Subject

General Psychology

Reference12 articles.

1. Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.

2. Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.

3. (Horino, M., & Ichikawa, S. (1997). Learning motives and strategies in high-school students' English learning. Japanese Journal of Educational Psychology, 45, 140-147.)

4. Isoda, T. (2004). Exploring learners' thoughts and attributes affecting learning strategy use. JACET Bulletin, 39, 1-14.

5. (Kubo, N. (1999). Orientation-appraisal model for university students' learning of English: Relation among learning motive, cognitive appraisal, learning behavior, and performance. Japanese Journal of Educational Psychology, 47, 511-520.)

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