Abstract

To understand examinee motivation, researchers have used expectancy-value theory, which posits that examinee’s perceived value of the test and self-efficacy in the test domain impact test-taking effort. Conclusions from studies designed to examine these relations may be premature given methodological issues, most notably, use of cross-sectional designs. We illustrate how support for expectancy-value theory is impacted by the research design employed. Additionally, we examine if test emotions (e.g. anger) directly impact examinee effort, as posited by control-value theory. We gathered longitudinal data on perceived test value, test emotions, examinee effort, and test performance from college students (N = 955) at three points during a low-stakes test used for institutional accountability mandates. When variables were measured concurrently, the relation between perceived test value and expended effort was significant, even when including test emotions as predictors of effort. This value-effort relation was also observed when modelling longitudinal data, even when including the direct effects of emotions on subsequent effort. However, when autoregressive effects were estimated, the direct effect of value on effort was nonsignificant, whereas direct effects of some emotions on subsequent effort remained significant. Thus, when trying to understand student motivation during low-stakes testing, their test emotions should be considered.

摘要

为了理解考生的动机，研究人员使用了期望值理论，该理论假定考生对考试的感知价值和考试领域的自我效能感会影响应试努力。考虑到方法学问题，尤其是横截面设计的使用，旨在检查这些关系的研究得出的结论可能为时过早。我们说明了对期望值理论的支持如何受到所采用的研究设计的影响。此外，我们检查测试情绪（例如愤怒）是否直接影响考生的努力，正如控制价值理论所假设的那样。我们收集了大学生关于感知测试价值、测试情绪、考生努力和测试表现的纵向数据（N = 955）在用于机构问责制任务的低风险测试期间的三个点。当同时测量变量时，感知测试值与付出的努力之间的关系是显着的，即使将测试情绪作为努力的预测因素也是如此。在对纵向数据建模时也观察到这种价值-努力关系，即使包括情绪对后续努力的直接影响。然而，当估计自回归效应时，价值对努力的直接影响不显着，而某些情绪对后续努力的直接影响仍然显着。因此，当试图了解学生在低风险测试中的动机时，应该考虑他们的测试情绪。