I will probably fail. Higher ability students' motivational experiences during adaptive achievement testing.

Autor/inn/en	Ortner, Tuulia M.; Weißkopf, Eva; Koch, Tobias
Titel	I will probably fail. Higher ability students' motivational experiences during adaptive achievement testing. Gefälligkeitsübersetzung: "Ich werde wahrscheinlich versagen". Die motivationalen Erfahrungen hochbegabter Studierender wahrend adaptiver Leistungstestungen.
Quelle	In: European journal of psychological assessment, 30 (2014) 1, S. 48-56 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1015-5759; 2151-2426
DOI	10.1027/1015-5759/a000168
Schlagwörter	Denken; Furcht; Misserfolg; Schlussfolgerung; Adaptives Testen; Testverhalten; Motivation; Computerunterstütztes Verfahren; Messung; Flow-Erlebnis; Leistung
Abstract	Investigated the effects of computerized adaptive testing (CAT) vs computerized fixed item testing (FIT) of reasoning ability on current motivation in terms of situational fear of failure and subjective probability of success, as well as flow. A group of 174 students (aged 15-21 years) from two German secondary schools was presented either a CAT or a FIT version of a matrices test; motivational variables were assessed during a short break in testing. More situational fear of failure and less subjective probability of success were reported using CAT compared to FIT. Self-reported flow did not differ between test mode conditions. When addressing the hypothesis that adaptive testing is equally motivating for both high and lower performers, results revealed that test performance appeared to moderate the relationship of test mode and subjective probability of success: Only during FIT was subjective probability of success higher with lower test performance. This moderation effect was also revealed for the relationship of test mode and flow. However, as average reported motivation was lower during CAT, results contradict assumptions of enhanced motivation during CAT. Results are discussed in relation to self-concept relevance of testing domains and with reference to test fairness. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3