Modeling the Test-Taking Motivation Construct Through Investigation of Psychometric Properties of an Expectancy-Value-Based Questionnaire

Abstract

The aim of this study was to evaluate the psychometric properties of an expectancy-value-based questionnaire measuring five aspects of test-taking motivation (effort, expectancies, importance, interest, and test anxiety). The questionnaire was distributed to a sample of Swedish Grade 9 students taking a low-stakes (n = 1,047) or a high-stakes (n = 536) test. Structural equation modeling largely supported theoretical assumptions and psychometric properties were acceptable. Expectancies and importance were significant predictors of effort, and effort significantly predicted performance in both test situations. Furthermore, measurement invariance across test situations was investigated. Partial scalar invariance was obtained and latent mean comparisons showed significantly higher levels of reported test-taking motivation in the high-stakes context. The study findings suggest that the present instrument can be used in low- as well as high-stakes assessment contexts not only to get an extended knowledge of test-takers’ perceptions of tests but also to control for lack of motivation when stakes are low for test-takers.

Using video- and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions

“…Applicant reactions to the SJT were measured using 14 items, which comprised of five subscales: effort, engagement, test anxiety, fairness, and job relatedness. The measures were adapted from previously tested motivation, emotion, and applicant reaction scales (Bruk- Lee et al, 2016;Frenzel et al, 2016;Knekta & Eklöf, 2015;Smither et al, 1993; see also e.g., R. . The scale assessing effort consisted of two items (sample item: "I did my best on this test"), the scale for engagement included three items (sample item: "It was fun to do this test"), the scale for test anxiety consisted of two items (sample item: "The test made me anxious"), the scale for fairness had three items (sample item: "Overall, I believe the test was fair"), and the scale for job relatedness used four items (sample item: "This test presented realistic scenarios").…”

The correlation between vocational school students’ test motivation and the performance in a standardized test of economic knowledge: using direct and indirect indicators of test motivation

“…In this paper test-takers' conscious decision to obtain feedback on their performance on a knowledge test is an indicator of their test motivation. Theoretically, the task value component (Knekta and Eklöf 2015) of test motivation (see "Test motivation and invested effort" section), in particular, should be more pronounced among these testtakers (see Wigfield and Eccles 2000). With the schematic picture of Knekta and Eklöf (2015) as the basis, the higher importance of the task value, in turn, can be expected to result in a higher invested effort, which indicates a positive correlation with test performance, according to the model.…”

“…8 It can be assumed that test-takers with a higher self-reported test motivation have invested, or are investing, more effort into completing the items (Barry and Finney 2016; Knekta 2017). Consequently, there should be a positive correlation between selfreported test motivation and test performance (Knekta and Eklöf 2015). On the basis of these theoretical considerations the first hypothesis of this paper can be formulated as follows:…”

“…In this model, test motivation is a function of expectancy of success and relevance of a test to the test-taker, which together influence effort to complete a test. In a simplified schematic picture, Knekta and Eklöf (2015) demonstrate the application of the expectancy-value theory in a test situation. The expectancies and the task value are significant predictors of effort in this case.…”

What is Value of Reform-oriented in-service Teacher Development Attempts on Inquiry Teaching for Pedagogically Discontented Science Teachers? An Expectancy-value Perspective

“…Sonuncu boyut için beklenti-değer modelinin dört boyutuna; önem, ilgi, kullanışlılık, maliyet, odaklanan açık uçlu sorulardan oluşan anket (Reform Girişimlerinin Değeri Anketi, QVRA) kullanılmıştır (Knekta ve Eklöf, 2015). Öncelikle araştırma-inceleme yoluyla öğretime yönelik farklı öğretmen yetiştirme girişimlerinin etkililikleri ya da etkisizlikleri ile ilgili katılımcıların genel fikirleri sorulmuştur.…”