The relationship of test takers’ learning motivation, attitudes towards the actual test use and test performance of the College English Test in China

Language Testing in Asia

Table 1 The unstandardised, standardised effects and correlation estimates of hypothesised relationships

DR	UnSt TE	SE	C.R.	St TE	St DE
AttiTuse→TS	37.953	9.241	4.107	0.274	0.274
TRMoti→TS	− 29.478	4.940	− 5.968	− 0.353	− 0.353
IR	CE	SE	C.R.	r
TUMoti↔TRMoti	− 0.215	0.034	− 6.399	− 0.676
TUMoti↔AttiTuse	0.027	0.012	2.161	0.141
DC	SMC or R²		^aCohen’s f² (f² = R²/1 − R²)
TS	0.200		0.250

DR dependence relationships, UnSt TE unstandardised total effects, SE standard error, C.R. critical ration, St TE standardised total effects, St DE standardised direct effects, IR interrelationship, CE covariance estimate, r correlation estimate, DC dependence constructs, SMC squared multiple correlations, TUMoti test-unrelated motivation, TRMoti test-related motivation, AttiTuse attitudes towards actual test use of the CET, TS test score (test performance)
^af² = 0.02 as small effect size; f² = 0.15 as medium effect size; f² = 0.35 as large effect size