Development and Validation of Scores From an Instrument Measuring Student Test-Taking Motivation

By Hanna Eklöf. 2006

91 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2fb7087f3d7defe157744bc6af287c9414da880c

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Skill and will: test‐taking motivation and assessment quality (2010, methodology): “A questionnaire for assessing student test-taking motivation was developed (Eklöf 2006) and administered to this sample.”
Measuring Motivation in Low-Stakes Assessments (2015, methodology): “These findings call attention to the dilemma of interpreting results that include scores from unmotivated students (DeMars, 2000; Eklöf, 2006; Wise, 2006a, 2006b; Wise & DeMars, 2005, 2006, 2010).”
The Hull Method for Selecting the Number of Common Factors (2011, methodology): “Although the MAP test can only be used to identify the number of PCs, it is frequently used to identify the number of common factors (e.g., Eklöf, 2006).”
Test-Taking Motivation and Mathematics Performance in TIMSS 2003 (2007, methodology): “According to exploratory factor analysis on data from the present sample (see Eklöf, 2006), four items from this instrument formed a scale that was used as a measure of mathematics test-taking motivation in the present study.”
Two Approaches for Identifying Low-Motivated Students in a Low-Stakes Assessment Context (2011, background): “By including data from unmotivated students in analyses, practitioners and researchers may be contaminating results with construct-irrelevant variance (Eklöf, 2006).”
A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced (2014, background): “A previous study of test-taking motivation in the Swedish TIMSS 2003 context (see Eklöf, 2006, 2008) showed that Swedish grade 8 students perceived the test as rather important and reported a high level of motivation and effort, despite the seemingly low stakes of the test.”
Investigating Differences Between Low- and High-Stakes Test Performance on a General Education Exam (2008, background): “Recognizing that test performance is a function of both knowledge and motivation, the possibility of low student motivation raises the concern of whether data collected are a valid measure of student achievement (Eklof, 2006; Wainer, 1993).”
Performance of Velicer’s Minimum Average Partial Factor Retention Method With Categorical Variables (2011, unknown): “…data have had to rely on the results and recommendations from studies with continuous variables, and in many cases, have had to employ programs that were developed exclusively for this level measurement (i.e., Eklöf, 2006; Lai, Crane, & Cella, 2006; A. M. Wood, Maltby, Stewart, & Joseph, 2008).”