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Test taking behaviour and test resultsdoi="10.1016/j.paid.2013.07.314" aid="5865.123"

Authors
Journal
Personality and Individual Differences
0191-8869
Publisher
Elsevier
Volume
60
Identifiers
DOI: 10.1016/j.paid.2013.07.314
Disciplines
  • Education
  • Mathematics

Abstract

It has been found that in high-stakes testing situations the scores are considerably higher than in low-stakes situations, which implies that besides abilities, motivation plays a role in the results. We investigated the test-taking behaviour of first year students under the condition of absent external reward for testing results. Sample consisted of 326 first year students from Estonian institutions of higher education. The testing procedure was conducted via internet. Preliminary findings: The total test scores correlated with testing time moderately. The strongest correlation between test results and testing time was observed in mathematics subtest (r=.54). Self-reported motivation to do the test measured prior to testing had low predictive validity as for total test score and as for test-taking time. Test-taking motivation reported after completing the test was more closely associated with the test result (R2=.18) and the time devoted to the test (R2=.14).

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