TY - JOUR ID - 119801 TI - An Investigation into Iranian Non-English PhD Students’ Perceptions Regarding Learning as an Educational Consequence of EPT JO - Iranian Journal of Learning and Memory JA - IEPA LA - en SN - 2645-5447 AU - Rezaeian, Mahbubeh AU - Seyyedrezaei, Seyyed Hassan AU - Barani, Ghasem AU - Seyyedrezaei, Zari Sadat AD - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran Y1 - 2020 PY - 2020 VL - 3 IS - 10 SP - 71 EP - 80 KW - Educational Consequences KW - Learning KW - psychological consequences KW - testing preferences DO - 10.22034/iepa.2020.235057.1176 N2 - It appears that English Proficiency Test (EPT) as a high stake test plays a key role in addressing many aspects of the educational system and individuals' lives. This paper aimed to represent Iranian non-English PhD students’ perceptions regarding their learning and testing preferences, and to investigate the relationship between educational consequences and psychological consequences of EPT among Iranian non-English PhD students. To reach the goals, two attitudinal researcher-made questionnaires developed and validated (in Persian) at five point Likert-scale format scaling from 1-5 (strongly disagree to strongly agree); subsequently, pilot study was conducted and then the instruments were distributed among 252 participants via online administration throughout Iran. The analyzed results by the software package of SPSS, version 24 showed that deep learning had the highest mean among other subscales and item 3 in testing preferences which was related to creativity hit the lowest mean score. Moreover, the results confirmed that there was a significant and positive relationship between educational consequences and psychological consequences. UR - https://journal.iepa.ir/article_119801.html L1 - https://journal.iepa.ir/article_119801_53f4e9984c299658d46a10ea75de8115.pdf ER -