The Role of Test-Taking Motivation for Students' Performance in Low-Stakes Assessments: An Investigation of School-Track-Specific Differences

Autor/inn/en	Penk, Christiane; Pöhlmann, Claudia; Roppelt, Alexander
Titel	The Role of Test-Taking Motivation for Students' Performance in Low-Stakes Assessments: An Investigation of School-Track-Specific Differences
Quelle	In: Large-scale Assessments in Education, 2 (2014), Artikel 5 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-0739
DOI	10.1186/s40536-014-0005-4
Schlagwörter	Role; Student Motivation; Cross Cultural Studies; Multiple Regression Analysis; Academic Achievement; Self Concept; Mathematics Skills; Correlation; Test Validity; Comparative Education; Institutional Characteristics; Track System (Education); Test Anxiety; Tests; Prediction; Achievement Tests; International Assessment; Foreign Countries; Secondary School Students; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Rollen; Schulische Motivation; Cultural comparison; Kulturvergleich; Schulleistung; Selbstkonzept; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Testvalidität; Vergleichende Erziehungswissenschaft; Leistungsgruppe; Leistungsdifferenzierung; Examination phobia; Testangst; Prüfungsangst; Examination; Prüfung; Examen; Vorhersage; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Deutschland
Abstract	Background: Low-stakes assessments do not have consequences for the test-takers. Currently, motivational research indicates that a lack of test-taking motivation can decrease students' performance in low-stakes assessments. However, little research has explored the domain-specific and situation-specific aspects of motivation simultaneously. Research examining differences in test-taking motivation among students in different types of schools is also limited. Our study therefore addressed the motivational determinants of test performance in low-stakes assessments, in general, as well as school-track-specific differences in particular. Method: Drawing on national data from students who participated in a cross-national study of educational achievement, we conducted multiple regression analyses to predict the students' test performance and the effort they invested in that test. We conducted the analyses for the entire sample as well as for the students in that sample separated according to the school track they were attending. Results: The results showed that, after we had controlled for self-concept in mathematics, test-taking motivation was significantly, but relatively weakly, associated with test performance: Students achieved higher test performance the more effort they invested and the less worry they experienced during the test. We also found school-track-specific differences for invested effort. Test attractiveness seems to be a more important inducement to invest effort for students in nonacademic-track schools than for students in academic-track schools. Conclusions: The weak relationship between test-taking motivation and performance supports the validity of the applied low-stakes test. However, it seems that invested effort and worry are indispensable constructs for performance in low-stakes tests. For students of nonacademic tracks especially, an attractive and enjoyable test seems a crucial aspect of motivating them to expend their best effort. Implications for constructing low-stakes tests are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01