TY  - JOUR
A1  - Penk, Christiane
A1  - Richter, Dirk
T1  - Change in test-taking motivation and its relationship to test performance in low-stakes assessments
JF  - Educational assessment, evaluation and accountability
N2  - Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students’ low test-taking motivation and that students’ effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students’ motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students’ effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed.
KW  - Test-taking motivation
KW  - Low-stakes tests
KW  - Large-scale assessments
KW  - Expectancy-value theory
KW  - Growth modeling
Y1  - 2016
U6  - https://doi.org/10.1007/s11092-016-9248-7
SN  - 1874-8597
SN  - 1874-8600
VL  - 29
SP  - 55
EP  - 79
PB  - Springer
CY  - Heidelberg
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Dietrich, Julia
A1  - Taskinen, Paeivi H.
T1  - Stability and change in students' motivational profiles in mathematics classrooms
BT  - The role of perceived teaching
JF  - Teaching and teacher education : an international journal of research and studies
N2  - Person-centered research has shown that individuals can be assigned to different motivational profiles, but only scattered studies have addressed motivational profiles in specific domains. We investigated the stability and change in motivational profiles in mathematics classrooms and examined how perceived teaching predicted changes in profile membership. Data for this study stemmed from the PISA-I Plus study (N=6020). Latent profile analysis identified four motivational patterns: Medium, Low, High and Highly confident, hardly interested. Stability in profiles from grade 9 to 10 was typical. Instructional clarity and teaching for meaning predicted changes in profile membership.
KW  - motivation in mathematics
KW  - Latent profile analysis
KW  - Expectancy-value theory
KW  - Instructional quality
KW  - Adolescence
Y1  - 2018
U6  - https://doi.org/10.1016/j.tate.2018.12.016
SN  - 0742-051X
VL  - 79
SP  - 164
EP  - 175
PB  - Elsevier
CY  - Oxford
ER  -