Exploring Motivational Factors Associated with Test-Taking Effort among Middle School Students

Autor/inn/en	Los, James E.; Witmer, Sara E.; Roseth, Cary J.
Titel	Exploring Motivational Factors Associated with Test-Taking Effort among Middle School Students
Quelle	In: School Psychology Review, 51 (2022) 5, S.555-573 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1832862
Schlagwörter	Student Motivation; Tests; Middle School Students; Computer Assisted Testing; Guessing (Tests); Reading Tests; Student Behavior; Test Validity; Learner Engagement; Expectation; Gender Differences; Age Differences; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Schulische Motivation; Examination; Prüfung; Examen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Erraten; Lesetest; Student behaviour; Schülerverhalten; Testvalidität; Expectancy; Erwartung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Scores from computer-based tests are increasingly used to inform a variety of school- and student-level decisions. An underlying assumption is that the associated scores represent effortful responding by each student with respect to the tasks presented. An innovative method for examining evidence for this assumption involves an examination of item response times to detect rapid guessing behavior. If such behavior is present for a particular student across many items, the score is considered invalid due to low test-taking effort (TTE). Drawing on Eccles' expectancy-value theory, this study explored the prevalence of low TTE among middle school students during a computer adaptive test in reading, as well as demographic and motivational correlates of low TTE. Results suggested a prevalence rate of low TTE of 7%. Low TTE was particularly common among males and those with high cost value perceptions. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01