ABSTRACT Considerable research has examined the use of rapid guessing measures to identify disengaged item responses. However, little is known about students who rapidly guess over the course of several tests. In this study, we use achievement test data from six administrations over three years to investigate whether rapid guessing is a stable trait-like behavior or if rapid guessing is determined mostly by situational variables. Additionally, we examine whether rapid guessing over the course of several tests is associated with certain psychological and background measures. We find that rapid guessing tends to be more state-like compared to academic achievement scores, which are fairly stable. Further, we show that repeated rapid guessing is strongly associated with students’ academic self-efficacy and self-management scores. These findings have implications for detecting rapid guessing and intervening to reduce its effect on observed achievement test scores.

中文翻译：

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学生会随着时间反复反复猜测吗？学生测试脱离，背景和态度的纵向分析

摘要大量研究已经研究了使用快速猜测方法来识别脱离的项目响应。但是，对于在多个测试过程中会快速猜测的学生知之甚少。在这项研究中，我们使用三年来来自六个主管部门的成就测试数据来调查快速猜测是否是一种稳定的特质样行为，或者快速猜测是否主要由情境变量决定。此外，我们检查了在几个测试过程中的快速猜测是否与某些心理和背景测量有关。我们发现，与相当稳定的学术成就分数相比，快速猜测往往更像是一种状态。此外，我们表明重复的快速猜测与学生的学业自我效能感和自我管理分数密切相关。