Is it all about value? Bringing back the expectancy component to the assessment of test-taking motivation.

Autor/inn/en	Penk, Christiane; Schipolowski, Stefan
Titel	Is it all about value? Bringing back the expectancy component to the assessment of test-taking motivation. Gefälligkeitsübersetzung: Ist es nur der Wert? Wiedereinführung der Erwartungskomponente in die Messung der Testverhaltensmotivation.
Quelle	In: Learning and individual differences, (2015) 42, S. 27-35Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2015.08.002
Schlagwörter	Selbstkonzept; Selbstwirksamkeit; Pädagogische Diagnostik; Test; Testverhalten; Schule; Leistungsmotivation; Lernen; Lernmotivation; Mathematik; Leistung; Modell
Abstract	Investigated test-taking motivation against the background of the expectancy-value theory including the complex relationship between expectancy, value, test-taking effort, and test performance. After establishing a measurement model of test-taking motivation that included all aspects of this construct, data were collected as part of a large-scale, multicenter educational study of mathematical and scientific literacy in Germany. 42,298 9th graders (mean age 15.6 years) completed standardized surveys and tests assessing expectancy for success, value, test-taking effort, as well as mathematics and science performance. The power of various aspects of test-taking motivation to predict test-taking effort and test performance is examined. In factor analyses, expectancy for success, value, and test-taking effort each emerged as a distinct component of test-taking motivation. Additional latent regression analyses indicated that value was the best predictor of test-taking effort, and that the combination of expectancy, value, and effort collectively explained more than 25% of variance in mathematics scores. Test performance was most influenced by expectancy for success and test-taking effort. Theoretical implications for the further development of test-taking motivation model are discussed, as are future research imperatives. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3