title: Chinese College Test Takers' Individual Differences and Reading Test Performance: A Structural Equation Modeling Approach.
abstract: This study reports on the relationships between test takers' individual differences and their performance on a reading comprehension test. A total of 518 Chinese college students (252 women and 256 men; M age = 19.26 year, SD = 0.98) answered a questionnaire and sit for a reading comprehension test. The study found that test takers' L2 language proficiency was closely linked to their test performance. Test takers' employment of strategies was significantly and positively associated with their performance on the test. Test takers' motivation was found to be significantly associated with reading test performance. Test anxiety was negatively related to their use of reading strategies and test performance. The results of the study lent support to the threshold hypothesis of language proficiency. The implications for classroom teaching were provided.
authors.affiliation: Nanyang Technological University, Singapore zhang018@e.ntu.edu.sg.
authors.forename: Limei
authors.initials: L
authors.lastname: Zhang
mesh_terms: D000293:Adolescent; D000328:Adult; D002681:China; D032882:Comprehension; D005260:Female; D006801:Humans; D007206:Individuality; D008297:Male; D019303:Multilingualism; D060805:Performance Anxiety / Q000523:psychology*; D011932:Reading; D013334:Students; D013647:Task Performance and Analysis; D058013:Test Taking Skills; D014495:Universities; D055815:Young Adult
keywords: L2 language proficiency; goal orientation; reading test performance; strategy use; test anxiety; test takers’ personal features