Race and Cognitive‐Ability Test Performance: The Mediating Effects of Test Preparation, Test‐Taking Strategy Use and Self‐Eff icacy

Abstract

Test‐taking strategy use, cognitive‐ability test preparation, and test‐taking self‐efficacy were examined as possible mediators of the relationship between race and cognitiveability test performance. We hypothesized that African Americans would report using fewer test‐taking strategies and less test preparation when compared to White Americans. In addition, we proposed that Afiican Americans would report lower levels of test‐taking self‐efficacy when faced with a cognitive‐ability test. It was expected that these 3 variables would mediate the relationship between race and cognitive‐ability test performance. Using a sample of 170 college students, results indicated that African Americans reported using more ineffective test‐taking strategies, reported participating in more cognitiveability test preparation, and reported higher levels of test‐taking self‐efficacy when compared to White Americans. A portion of the difference in performance on a cognitiveability test between African Americans and White Americans could be attributed to the use of ineffective strategies and test preparation.

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