New Zealand students’ test-taking motivation: an experimental study examining the effects of stakes

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessment in Education-Principles Policy & Practice Pub Date : 2022-07-04 DOI:10.1080/0969594X.2022.2101043

Anran Zhao, Gavin T. L. Brown, Kane Meissel

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引用次数: 3

Abstract

ABSTRACT Students’ test-taking motivation confounds test performance. This study examines students’ conceptions of tests and test-taking motivation when different test consequences are at play. In a between-subjects experimental design, a sample of 479 New Zealand senior secondary school students were randomly assigned to one of the three vignette consequence conditions (i.e. none, country or self). Students self-reported conceptions of tests and test-taking motivation which were analysed with confirmatory factor analysis, structural equation modelling and latent mean analyses across test-consequence conditions. Students’ general belief about tests was a positive indicator of their perceived effort expenditure (β = .25). Both effort and anxiety increased significantly as consequence increased by medium-to-large effect size (ranges between 0.42 and 1.30). Effort and motivation were notably lower when the country was at stake versus the self at stake condition, raising doubts about the validity of New Zealand rankings in international large-scale assessments.

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纽西兰学生的应试动机:测验影响的实验研究

学生的应试动机影响着考试成绩。本研究考察了不同考试结果下学生的考试概念和考试动机。在受试者之间的实验设计中，479名新西兰高中生的样本被随机分配到三种小插图后果条件之一(即无，国家或自我)。采用验证性因子分析、结构方程模型和潜在均值分析对学生自述的考试概念和考试动机进行分析。学生对考试的总体信念是他们感知到的努力支出的一个积极指标(β = .25)。努力和焦虑都随着结果的增加而显著增加(范围在0.42和1.30之间)。与自我处于危险状态相比，当国家处于危险状态时，努力和动机明显较低，这引发了对新西兰在国际大规模评估中排名有效性的质疑。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.