Motivation Matters: Using the Student Opinion Scale to Make Valid Inferences About Student Performance

By A. D. Thelk, Donna L. Sundre, S. J. Horst, S. Finney. The Journal of General Education, 2009

118 citations recorded by the source corpus.

Institutions of higher education are expected to address accountability and transparency of student learning and development efforts. The Student Opinion Scale assesses examinee motivation during testing and asks students to report level of effort invested and perceived importance of tasks. This article evaluates validity evidence and supports widespread instrument use.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/0b33b3f9c0872e37e30804987553f1edd5bc62f9

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In Education

1. Bridgid M. Finn
2. Hanna Eklöf
3. Barbara Japelj Pavesic
4. Liv Sissel Grønmo
5. S. Finney

Citations in the corpus

• Do Examinees Have Similar Test-Taking Effort? A High-Stakes Question for Low-Stakes Testing (2010, methodology): “Examinee test-taking motivation was measured using the Student Opinion Scale (SOS), which has been studied extensively ( Thelk, Sundre, Horst, & Finney, 2009 ).”
• A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced (2014, background): “…and later refined, evaluated and used in a large number of studies by Donna Sundre and her colleagues (Sundre & Finney, 2002; Sundre & Kitsantas, 2003; Sundre & Moore, 2002; Thelk et al., 2009), as well as on items previously used to study test-taking motivation in the TIMSS context (Eklöf, 2006).”
• The Development and Evaluation of the Academic Entitlement Questionnaire (2011, background): “Student Opinion Scale.”
• Skill and will: test‐taking motivation and assessment quality (2010, background): “The model is grounded in the theoretical and empirical literature on test-taking motivation (e.g. Thelk et al. 2009; Wise and DeMars 2005; Wolf and Smith 1995), and draws on the assumptions from the expectancy-value theory of achievement motivation (Eccles and Wigfield 2002; Wigfield and Eccles…”
• Measuring Motivation in Low-Stakes Assessments (2015, methodology): “As students take a test, research has shown that they will primarily engage in solution behavior or rapid guessing behavior, in which they scroll through items and randomly click on response alternatives (Thelk et al., 2009). Thus, if a student is unmotivated to take the test, he or she will move th”