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
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Published
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
multilevel modelling, test-taking motivation, test stakes, class effect
Research subject didactics of educational measurement
IdentifiersURN: urn:nbn:se:umu:diva-123173DOI: 10.1080/00313831.2015.1119723OAI: oai:DiVA.org:umu-123173DiVA: diva2:943589
FunderSwedish Research Council, 2012-5075