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This study examines how college students think during preparation, focusing on achievement goals, perceived academic control, and consideration of future consequences. Results show mastery goals, perceived academic control, and disengaging from the present as significant predictors of satisfaction with knowledge. Success optimism links to greater control, stronger mastery orientation, weaker social solidarity goals, and a stronger future focus, while perceived academic control predicts perceived ease of preparation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-relevance-of-learning-approaches-and-temporal-perspective-for-test-taking/598218/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-relevance-of-learning-approaches-and-temporal-perspective-for-test-taking/598218.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What aspects of the test-taking preparation process were investigated?","Question",{"text":112,"@type":113},"The study focused on students’ achievement goals, perceived academic control, and how they consider future consequences in relation to preparing for tests.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors predicted students’ satisfaction with knowledge?",{"text":117,"@type":113},"Mastery goals, perceived academic control, and the ability to disengage from the present moment significantly predicted satisfaction with knowledge.",{"name":119,"@type":110,"acceptedAnswer":120},"How was perceived academic control related to preparation and optimism?",{"text":121,"@type":113},"Perceived academic control predicted the perceived ease of preparing for tests and was also associated with higher success optimism and a stronger future-oriented focus.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598218,1792667208,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.586  \nThe Relevance of Learning Approaches and Temporal Perspective for Test-Taking  \nAndreja Bubić1  \n• Test-taking is an integral part of students’ lives, and the way they approach tests may be of high relevance for their academic outcomes. Therefore, the present study addressed the way college students reflect on the process of preparing for tests. Specifically, it investigated the relevance of students’ achievement goals, perceived academic control, and consideration of future consequences for several aspects of the testtaking process. The results obtained revealed mastery goals, perceived academic control, and the ability to disengage from the present moment as significant predictors of students’ satisfaction with knowledge. Furthermore, higher success optimism was associated with having higher perceived academic control, more pronounced mastery goals, less pronounced social solidarity goals, and a higher tendency to focus on the future, whereas perceived academic control was revealed to be a significant predictor of the perceived ease of preparing for tests.  \nKeywords: achievement goals, consideration of future consequences, higher education, perceived academic control, test-taking  \n1 Faculty of Humanities and Social Sciences, University of Split, Croatia; [abubic@ffst.hr](abubic@ffst.hr).  \n222 the relevance of learning approaches and the temporal perspective for test-taking  \nPomembnost učnih pristopov in časovni pogled naopravljanje preizkusov znanja  \nAndreja Bubić  \n• Opravljanje preizkusov znanja je sestavni del življenja študentov; način, na katerega pristopajo k opravljanju preizkusov, je lahko zelo pomemben za njihove študijske dosežke. Zato se je zadevna raziskava ukvarjala z ugotavljanjem načina, na podlagi katerega študentje razmišljajo o procesu priprave na opravljanje preizkusov. Raziskava se je osredinilazlasti na pomembnost izvedbenih ciljev, zaznan akademski nadzor inna premislek o prihodnjih posledicah za različne vidike postopka opravljanja preizkusov znanja. Pridobljeni rezultati so pokazali, da so visoki cilji, zaznan akademski nadzor in sposobnost odmika od sedanjostipomembni napovedovalci zadovoljstva študentov z znanjem. Poleg tega je bila višja stopnja optimizma glede uspeha povezana z večjo zaznano stopnjo akademskega nadzora, bolj izraženimi visokimi cilji, z manj izraženimi cilji glede družbene solidarnosti in z večjo težnjo po usmerjenosti v prihodnost, medtem ko se je zaznan akademski nadzor izkazal kot ključni dejavnik napovedi zaznane preproste priprave na opravljanje preizkusov.  \nKljučne besede: izvedbeni cilji, upoštevanje prihodnjih posledic, univerzitetno izobraževanje, zaznan akademski nadzor, opravljanje preizkusov znanja  \nIntroduction  \nObtaining a college degree is a process that involves not only learning and participating in various academic activities but also demonstrating the acquired knowledge and skills that is typically accomplished through various forms of evaluative events, namely tests. Although the format of such tests generally varies across teachers, subjects, schools, and education levels, test-taking is a process that always includes a forethought or preparatory phase during which students prepare for the test, a performance phase during which they take the test, and a self-reflection phase during which they reflect on the results of the test (Schutz & Davis, 2000; Zimmerman, 1998, 2000). All of these phases maybe very cognitively and emotionally demanding for students, and often require a considerable amount of self-regulation efforts and skills (Schutz & Davis, 2000). Interestingly, although most students are typically very motivated to provide their best performance in testing situations, their perception of their efforts and progress is not always objective and realistic. Specifically, it has been demonstrated that students tend to experience difficulties judging their readiness and performance on tests, even in college (Peverly et al., 2","cbCainfKohRsmJGa","https://ap.wps.com/l/cbCainfKohRsmJGa","pdf",205872,22,"English","# Introduction\n# The Role of Academic Motivation and Perceived Academic Control in Students’ Educational Outcomes","[{\"question\":\"What aspects of the test-taking preparation process were investigated?\",\"answer\":\"The study focused on students’ achievement goals, perceived academic control, and how they consider future consequences in relation to preparing for tests.\"},{\"question\":\"Which factors predicted students’ satisfaction with knowledge?\",\"answer\":\"Mastery goals, perceived academic control, and the ability to disengage from the present moment significantly predicted satisfaction with knowledge.\"},{\"question\":\"How was perceived academic control related to preparation and optimism?\",\"answer\":\"Perceived academic control predicted the perceived ease of preparing for tests and was also associated with higher success optimism and a stronger future-oriented focus.\"}]","The Relevance of Learning Approaches and Temporal Perspective for Test-Taking | PDF",1792086505,55]