Students’ Motivation for Standardized Math Exams

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Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy (2009, background): “…those who do not have much selfconfidence in their own abilities) may see them as a threat or a hurdle which they cannot manage and this then leads to the undesirable side effects on intrinsic motivation mentioned above (cf., e.g. Abrams et al., 2003; Kellaghan et al., 1996; Ryan et al., 2007).”
Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? (2010, background): “Ryan et al. (2007) noted that a fundamental assumption underlying NCLB is a belief that high-stakes tests will motivate students to perform at higher standards.”
How Do Students' Mastery and Performance Goals Relate to Math Anxiety?. (2011, background): “Performance-avoidance goals have been consistently linked to test anxiety, and that anxiety (particularly its worry component) can undermine exam performance (Ryan et al., 2007).”