Does Test-Taking Motivation Predict Test Results in a High-Stakes Testing Context?

Autor/inn/en	Silm, Gerli; Must, Olev; Täht, Karin; Pedaste, Margus
Titel	Does Test-Taking Motivation Predict Test Results in a High-Stakes Testing Context?
Quelle	In: Educational Research and Evaluation, 26 (2020) 7-8, S.387-413 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Silm, Gerli) ORCID (Pedaste, Margus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2021.1949355
Schlagwörter	Student Motivation; Test Wiseness; Grade Prediction; Structural Equation Models; Foreign Countries; College Entrance Examinations; Student Attitudes; Student Surveys; High School Students; Estonia; Student Opinion Survey + Suchen Sie Ihr Suchwort? Schulische Motivation; Ausland; Aufnahmeprüfung; Schülerverhalten; Schülerbefragung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Estland
Abstract	Test-taking motivation (TTM) has been associated with test performance in low-stakes testing contexts. However, there have been few studies about TTM in high-stakes testing contexts, and these have contradictory results. Our aim was to explore the relationship between test-taking effort and test performance in a real-life high-stakes testing context (n = 1,515). We collected time-based and self-reported data about test-taking effort and used a structural equation model (SEM) to predict test performance. We found that the motivational indicators added about 15% of predictive power to the SEM model, where gender and previous performance had been controlled for. Altogether, the SEM model predicted 69% of the variance in test results. We compared the findings to previous studies and concluded that the possible effect of TTM should be considered in various testing contexts, whether low-stakes or high-stakes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01