An exploration of the psychology of the examinee: Can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance?

By Donna L. Sundre, Anastasia Kitsantas. 2004

156 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/962d232ceb17c5e846302f11a5dbd83d6eeffaf5

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A Cross-National Comparison of Reported Effort and Mathematics Performance in TIMSS Advanced (2014, background): “…Wolf and Smith (1995) 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…”
Measuring Motivation in Low-Stakes Assessments (2015, background): “Sundre and Kitsantas (2004) found that for tests that had no consequences, motivation was a significant predictor of performance; however, the relationship was absent in the exam with consequences, presumably because most students in the consequences group were highly motivated to perform well.”
Two Approaches for Identifying Low-Motivated Students in a Low-Stakes Assessment Context (2011, methodology): “Finally, in our review of the literature we were unable to locate any similar studies that compared self-report and direct non-intrusive filtering methods beyond those authored by Wise and Kong (2005) and DeMars (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).”
The effects of diaries on self-regulation strategies of preservice science teachers (2010, background): “…effects of diary usage on development of student self-regulation behaviors and increase in their academic success because the researches on this subject show that there is a relation between self-regulation and academic success (Chan & Moore, 2006; Sundre & Kitsantas, 2004; Esler & Kohavi, 2003).”
Measuring Learning Outcomes in Higher Education (2012, methodology): “In addition, most previous studies relied on data from a single program or single institution (Sundre & Kitsantas, 2004; S. L. Wise & Kong, 2005; V. L. Wise et al., 2006; Wolf & Smith, 1995), which may limit the generalizability of the findings.”
An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students (2012, methodology): “…K.A., An expert performance approach to the study of individual differences in selfregulated learning activities in upper-level college students, Learning and Individual Differences (2012), doi:10.1016/j.lindif.2011.11.018 academic performance (c.f. Kitsantas, 2002; Sundre & Kitsantas, 2004).”
Investigating Differences Between Low- and High-Stakes Test Performance on a General Education Exam (2008, background): “In a more recent study, Sundre and Kitsantas (2004) investigated the interdependence of self-regulatory strategies and test-taking motivation for exams that were either essay or multiple choice and which had either consequence or no consequence to the examinee.”