Test-Taking Motivation and Mathematics Performance in TIMSS 2003

By Hanna Eklöf. 2007

107 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4a5e87fe4da53bf54eb5d27f2a664372d9bb8d65

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. S. Wise
2. Christine E. DeMars
3. Hanna Eklöf
4. Barbara Japelj Pavesic
5. Liv Sissel Grønmo
6. Xiaojing Kong
7. Dena Ann Pastor
8. S. Finney

In Experimental and Cognitive Psychology

1. S. Wise
2. S. Finney
3. Christine E. DeMars
4. Hanna Eklöf
5. Bridgid M. Finn
6. Xiaojing Kong
7. Barbara Japelj Pavesic
8. Liv Sissel Grønmo

In Social Psychology

1. S. Wise
2. Christine E. DeMars
3. S. Finney
4. Dena Ann Pastor
5. Hanna Eklöf
6. S. J. Horst
7. Xiaojing Kong
8. Barbara Japelj Pavesic

Citations in the corpus

• Do Examinees Have Similar Test-Taking Effort? A High-Stakes Question for Low-Stakes Testing (2010, background): “Interestingly, these German and Swedish students reported high levels of effort even in low-stakes contexts (Baumert & Demmrich, 2001; Eklöf, 2007).”
• The Role of Gender in Test-Taking Motivation under Low-Stakes Conditions. (2013, background): “When the test has no personal stakes, examinees who report higher effort tend to score somewhat higher (Cole, Bergin, & Whittaker, 2008; Eklöf, 2007; Schiel, 1996; Sundre & Kitsantas, 2004; Wolf & Smith, 1995).”
• Correlates of Rapid-Guessing Behavior in Low-Stakes Testing: Implications for Test Development and Measurement Practice (2009, methodology): “This variable was deemed relevant to the current study because gender differences in test-taking effort have been observed in previous research ( Eklof, 2007 ; Wise, Kingsbury, Thomason, & Kong, 2004 ).”
• Examinee Noneffort and the Validity of Program Assessment Results (2010, background): “For example, male students have been found to exhibit lower levels of test-taking effort on low-stakes tests than female students (Eklöf, 2007; S. L. Wise, Kingsbury, Thomason, & Kong, 2004).”
• A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced (2014, background): “Some studies have found gender differences, with females reporting higher levels of motivation to do their best, while the relationship between reported motivation and performance has been stronger for males (Eklöf, 2007; Wise, Kingsbury, Thomason, & Kong, 2004).”