Change search
ReferencesLink to record
Permanent link

Direct link
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, 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
National Category
Social Sciences
Research subject
didactics of educational measurement
URN: urn:nbn:se:umu:diva-123185OAI: diva2:943604
2016 AERA Annual Meeting
Swedish Research Council, 2012-5075
Available from: 2016-06-28 Created: 2016-06-28 Last updated: 2016-06-28

Open Access in DiVA

No full text

By organisation
Department of applied educational science
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 8 hits
ReferencesLink to record
Permanent link

Direct link