Longitudinal Investigation into Predicting Student Certification Examination Success
摘要：
Educational policy makers are constantly looking for ways to improve students’ quality. It is important issue that encouraging students to increase their pass rate of licensure exams. The purpose of this research was to determine which of the predictors (test anxiety, self-efficacy, and self-regulated learning) has the greatest ability to account for the certification examination success. The present study used a semester teaching course for three-wave longitudinal design an included 159 freshmen in financial related programs from three classes from a university in Taiwan. The results revealed that the influence efficiency of foresting factors of certification examination success for the participants were self-regulated learning, self-efficacy. But, the test anxiety doesn’t be a predictor. Additionally, there is no significant difference for the different gender and different background high school students for their certification examination success. This article concludes that effectively teaching students the skills to ‘learn how to learn’ and enhancing students’ self-efficacy in certification assessments. Lastly, induce with a discussion of the limitations and future research for professional certification examination success.
