操纵考试结果:上海青少年对不同结果的反应

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research and Evaluation Pub Date : 2020-08-17 DOI:10.1080/13803611.2021.1963938
Anran Zhao, Gavin T. L. Brown, Kane Meissel
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引用次数: 3

摘要

学生的应试动机已被发现是成绩的一个预测因子。本研究考察了在考试结果具有不同焦点(无、国家、个人)的情况下,上海学生的考试观念和考试动机是否存在差异。小插图指导的被试间实验将1003名上海高中生系统地分配到三个小插图中的一个。采用因子分析对学生的考试概念和应试动机量表进行评价。不变检验表明,在三组中,两个构念之间的关系是不变的。学生对测试的总体概念有意义地预测了他们报告的努力(β = .18)。潜在均值分析表明,学生报告的努力、焦虑和重要性在利害关系国家和个人利害关系组之间没有显著差异,但高于不附加后果的情况。本研究表明,上海学生的应试态度可能有助于在国际大规模考试中付出更多努力,从而取得更好的成绩。
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Manipulating the consequences of tests: how Shanghai teens react to different consequences
ABSTRACT Students’ test-taking motivation has been found to be a predictor of performance. This study tests whether Shanghai students’ conceptions of tests and test-taking motivation differ when the consequence of tests have different foci (i.e., none, country, or personal). A between-subjects experiment with vignette instructions systematically assigned 1,003 Shanghai senior secondary school students to one of the three vignettes. Students’ conceptions of tests and test-taking motivation scales were evaluated using factor analyses. Invariance testing suggested invariant relationships between the two constructs across the three groups. Students’ general conception of tests meaningfully predicted their reported effort (β = .18). Latent mean analyses suggested that students’ reported effort, anxiety, and importance were not significantly different between country at stakes and personal stakes groups, but higher than when no consequences were attached. This study suggests that Shanghai students’ test-taking attitudes may contribute to high effort and consequently high performance on international large-scale assessments.
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来源期刊
Educational Research and Evaluation
Educational Research and Evaluation EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
0.00%
发文量
25
期刊介绍: International, comparative and multidisciplinary in scope, Educational Research and Evaluation (ERE) publishes original, peer-reviewed academic articles dealing with research on issues of worldwide relevance in educational practice. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education. The scope of the journal is deliberately broad in terms of both topics covered and disciplinary perspective.
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