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Are all Pupils Equally Motivated to do their Best on all Tests?: Differences in Reported Test-Taking Motivation Within and Between Tests with Different Stakes
Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University.ORCID iD: 0000-0002-1861-6589
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Published
Abstract [en]

This study investigated changes in reported test-taking motivation from a low-stakes to a high-stakes test and if there are differences in reported test-taking motivation between school classes. A questionnaire including scales assessing reported effort, expectancies, perceived importance, interest and test anxiety, was administered to a sample of pupils (n = 375) in 9th grade in direct connection to a national test field trial and then again to the same sample in connection to the regular national test in science. Two-level second order latent growth modelling was used to analyse data. In summary, the results show a significant increase in reported test-taking motivation from the field trial to the regular test and a significant variability in test-taking motivation between classes. 

Place, publisher, year, edition, pages
Routledge, 2016.
Keyword [en]
multilevel modelling, test-taking motivation, test stakes, class effect
National Category
Social Sciences
Research subject
didactics of educational measurement
URN: urn:nbn:se:umu:diva-123173DOI: 10.1080/00313831.2015.1119723OAI: diva2:943589
Swedish Research Council, 2012-5075
Available from: 2016-06-28 Created: 2016-06-28 Last updated: 2016-06-28

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Knekta, Eva
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