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A Broad Conceptualization of the Test-Taking Motivation Construct Using the Expectancy-Value Theory
Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University.
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this study was to do a broad theoretical modelling of the test-taking motivation construct. A questionnaire including seven different aspects of the expectancy-value theory (effort, expectancies, effort, importance, interest, utility, cost, and test anxiety) was distributed to a sample of Swedish students in the upper secondary school in connection to a low-stakes  (n=303) and a high-stakes (n=195) test situation. Relationships to effort and test results were modeled by structural equation modelling. The study findings suggest the students’ perception of the importance of the test and their test anxiety are the strongest predictors of invested effort at both stakes. Further, not only effort but also other aspects were significant predictors of test results, especially on the low-stakes situation. 

Place, publisher, year, edition, pages
2016.
National Category
Social Sciences
Research subject
didactics of educational measurement
Identifiers
URN: urn:nbn:se:umu:diva-123185OAI: oai:DiVA.org:umu-123185DiVA: diva2:943604
Conference
2016 AERA Annual Meeting
Funder
Swedish Research Council, 2012-5075
Available from: 2016-06-28 Created: 2016-06-28 Last updated: 2016-06-28

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
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Output format
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