The relationships between test performance and students’ perceptions of learning motivation, test value, and test anxiety in the context of the English benchmark requirement for graduation in Taiwan’s universities

Language Testing in Asia

Table 7 Hypotheses verification

Hyp.	Path	β
Students’ attitudes towards graduation policy as a predictor		I	HI
H₁	Have a significant positive effect on test value	.53**	.36**
H₂	Have a significant positive effect on extrinsic motivation	.62**	.41**
H₃	Have a significant positive effect on test performance	ns.	ns.
H₄	Have a significant positive effect on intrinsic motivation	.56**	.39**
H₅	Have a significant negative effect on test anxiety	.21**	−.17**
Students’ perception of test value as a predictor
H₆	Has a significant positive effect on extrinsic motivation	ns.	ns.
H₇	Has a significant positive effect on intrinsic motivation	ns.	ns.
H₈	Has a significant positive effect on test performance	ns.	ns.
H₉	Has a significant positive effect on test anxiety	.22**	.32**
Students’ learning motivation as a predictor
H₁₀	Extrinsic motivation predicts test performance positively	.17**	ns.
H₁₁	Intrinsic motivation predicts test performance positively	ns.	.16**
Interrelationship between test anxiety and learning motivation
H₁₂	Test anxiety influences extrinsic motivation	ns.	.12**
H₁₂	Extrinsic motivation influences test anxiety	ns.	ns.
H₁₃	Test anxiety influences intrinsic motivation	ns.	.06*
H₁₃	Intrinsic motivation influences test anxiety	ns.	ns.
Test anxiety
H₁₄	Has a significant negative effect on test performance	−.29**	−.36**