Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test

Autor/inn/en	Perkins, Beth A.; Pastor, Dena A.; Finney, Sara J.
Titel	Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test
Quelle	In: Applied Measurement in Education, 34 (2021) 4, S.285-300 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2021.1987905
Schlagwörter	Response Style (Tests); Psychological Patterns; Testing; Differences; College Freshmen + Suchen Sie Ihr Suchwort? Antwortverhalten; Testdurchführung; Testen; Unterscheiden; Studienanfänger
Abstract	When tests are low stakes for examinees, meaning there are little to no personal consequences associated with test results, some examinees put little effort into their performance. To understand the causes and consequences of diminished effort, researchers correlate test-taking effort with other variables, such as test-taking emotions and test performance. Most studies correlate examinees' overall level of test-taking effort with other variables, with fewer studies considering variables related to changing effort levels during testing. To understand if fluctuations in effort during testing relate to fluctuations in emotions, we collected effort and emotions (anger, boredom, emotionality, enjoyment, pride, worry) data from 768 university students three times during a low-stakes institutional accountability test. Examinees greatly varied in their average levels of effort and average levels of emotions during testing; relatively less variability was observed in these variables during testing. Average levels of emotions were predictive of effort, but fluctuations in emotions during testing were not. Our findings indicate that researchers should consider the proportion of intraindividual and interindividual variability in effort when considering predictors of test-taking effort. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01