Predicting student achievement for low stakes tests with effort and task value

Cole, Jennifer; Bergin, David A.; Whittaker, Tiffany A.

doi:10.1016/j.cedpsych.2007.10.002

Cited by 241 publications

(199 citation statements)

References 23 publications

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“…Consequently, arising from this personal attention and approach to learning, students may actively seek out critical reflective skills for assistance. This proposition is consonant with existing research studies, which have reported the positive associations between task value and various cognitive-motivational constructs: achievement goal types [e.g., 10,12,18,21], choice behaviors, persistence, and effort [16,22]. Similarly, in relation to learning approaches, Liem, et al (2008) found that task value influenced both deep (β = .22, p < .05) and surface (β = .37, p < .05) learning approaches indirectly, via mastery goals.…”

Section: Academic Buoyancy Emotional and Physiological States And Tsupporting

confidence: 69%

An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach

Phan¹

2014

EDU

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Abstract:The present study details a theoretical-conceptual model, scoping the interrelations between antecedents (academic buoyancy, emotional and physiological states, task value), cognitive processes (habitual action, critical reflection), and adaptive outcomes (academic engagement, academic achievement) in the context of educational psychology. 294 (151 men, 143 women) first-year university students participated in this study. Likert-scale inventories were administered to students and used to elicit relevant data; for example, we used the Academic Buoyancy Scale [1, 2], and the Task value subscale of the Motivated Strategies for Learning Questionnaire (MSLQ) [3]. Academic achievement was collated from students' overall marks in the unit educational psychology. Structural equation modeling (SEM) analyses supported, in part, the conceptual model with some statistical significant paths. In general, on the basis of the findings yielded, there are significant implications for research development and educational practices.

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Section: Academic Buoyancy Emotional and Physiological States And Tsupporting

confidence: 69%

An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach

Phan¹

2014

EDU

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“…Si se tiene en cuenta la difi cultad y el miedo por la matemática que se ha instalado en Uruguay (Polino, 2012) estos resultados pueden apreciarse desde otro ángulo. Un mejor rendimiento de nuestros participantes está asociado ya no a una mayor percepción del valor utilitario de la disciplina, como sugieren las investigaciones de otros países (Bong, 2001;Cole et al, 2008;Durik et al, 2006;Hulleman et al, 2008;Simons, Dewitte, & Lens, 2004), sino a una mayor necesidad de logro (dado que deben aprobar matemática para avanzar en la carrera) así como a un mayor sufrimiento personal, quizás en detrimento de un interés inicial. Sería importante estudiar cómo varían las puntuaciones del MVI a lo largo del tiempo para los mismos estudiantes, para determinar si se observa un declive del interés y un aumento de la ansiedad respecto al estudio de la matemática.…”

Section: Discussionunclassified

“…Así, postulamos que la dimensión interés estará positivamente asociada al rendimiento. Con base en trabajos previos (Bong, 2001;Cole et al, 2008;Hulleman et al, 2008) se plantea que la utilidad y el logro también estarán positivamente asociados al rendimiento. Asimismo, nos planteamos que los estudiantes que perciben un mayor costo asociado a la matemática tendrán un rendimiento más bajo.…”

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Validación de la Versión en Español del Mathematics Value Inventory (MVI) entre Estudiantes Universitarios Uruguayos

Rodriguez-Ayan¹,

Rico²

2015

Psicol. Reflex. Crit.

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“…When test takers do not perceive the importance or usefulness of an. exam, their test-taking effort will be lower (Cole, Bergin, & Whittaker, 2008). Similarly, when students are asked to evaluate their testing motivation after completing a low-stakes assessment, they indicate that the effort they exerted was lower than the effort they would exert when the assessment was high stakes (Butler & Adams, 2007).…”

Section: Examinee Elfort In Low-stakes Assessmentsmentioning

confidence: 99%

Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment

Debeer

Buchholz²,

Hartig

et al. 2014

Journal of Educational and Behavioral Statistics

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In this article, the change in examinee effort during an assessment, which we will refer to as persistence, is modeled as an effect of item position. A multilevel extension is proposed to analyze hierarchically structured data and decompose the individual differences in persistence. Data from the 2009 Program of International Student Achievement (PISA) reading assessment from N ¼ 467,819 students from 65 countries are analyzed with the proposed model, and the results are compared across countries. A decrease in examinee effort during the PISA reading assessment was found consistently across countries, with individual differences within and between schools. Both the decrease and the individual differences are more pronounced in lower performing countries. Within schools, persistence is slightly negatively correlated with reading ability; but at the school level, this correlation is positive in most countries. The results of our analyses indicate that it is important to model and control examinee effort in low-stakes assessments.

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Predicting student achievement for low stakes tests with effort and task value

Cited by 241 publications

References 23 publications

An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach

An Empirical Analysis of Students’ Learning and Achievements: A Motivational Approach

Validación de la Versión en Español del Mathematics Value Inventory (MVI) entre Estudiantes Universitarios Uruguayos

Student, School, and Country Differences in Sustained Test-Taking Effort in the 2009 PISA Reading Assessment

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