ABSTRACT Test-taking effort relates to performance on low-stakes tests; thus, researchers and assessment practitioners have investigated what influences students to put forth effort when completing these tests. Using a longitudinal design, we evaluated the often-cited effect of perceived test importance on test-taking effort. More specifically, a 29-item low-stakes institutional accountability test was split into three subtests. College students completed measures of perceived test importance and test-taking effort after each subtest, in addition to measures of test emotions (anger, pride). Emotions were assessed and modeled to provide a rigorous test of the unique relation between perceived test importance and effort. Using a panel model with autoregressive effects, we found perceived test importance had no significant direct or indirect effects on effort during the test. Emotions, however, were predictive of subsequent effort. These results can inform interventions to increase test-taking effort by calling attention to variables other than perceived test importance.

中文翻译：

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低风险测试过程中感知的测试重要性和考生情绪对工作量的影响：纵向面板模型

摘要参加测验的努力与低风险测验的表现有关；因此，研究人员和评估从业人员调查了什么因素会影响学生在完成这些测试时付出的努力。使用纵向设计，我们评估了感知测试重要性对测试工作的常见影响。更具体地说，将一项29个项目的低风险机构问责制测试分为三个子测试。除了测试情绪（愤怒，自尊）的测度外，大学生还完成了每个子测验中感知到的测验重要性和测验工作量的测验。对情绪进行了评估和建模，以对感知的测试重要性和努力之间的独特关系进行严格的测试。使用具有自回归效果的面板模型，我们发现感知的测试重要性对测试过程中的工作量没有明显的直接或间接影响。然而，情绪可以预示随后的努力。这些结果可以通过引起人们对测试重要性以外的其他变量的关注，来通知干预措施以增加测试工作量。