Predicting student achievement for low stakes tests with effort and task value

By J. Cole, David A. Bergin, Tiffany A. Whittaker. 2008

317 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b297617530addc7bb8ab35b155eab64b0c978fa8

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Role of Gender in Test-Taking Motivation under Low-Stakes Conditions. (2013, methodology): “Cole et al. (2008) administered four General Education tests and asked students to report effort for each test.”
Task values, achievement goals, and interest: An integrative analysis. (2008, background): “For example, both intrinsic and utility value have been found to predict motivational outcomes such as course enrollment decisions (Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008; Meece, Wigfield, & Eccles, 1990; Updegraff, Eccles, Barber, & OBrien, 1996; Wigfield, 1994), self-report”
Assessment and Innovation in Education (2009, background): “Cole et al. (2008), in a study of 1 005 undergraduate students in mid-size public universities, found that students‟ efforts and performance on low-stakes assessments was related to their perception of the usefulness or importance of a test.”
Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. (2013, methodology): “(Miller et al., 1999, p. 258) In a separate study involving three task values (intrinsic, attainment, and utility), Cole et al. (2008) tested path models of task values on college students’ achievement on low stakes tests, when mediated by students’ reported effort.”
Factors driving the adoption of m-learning: An empirical study (2010, background): “Concerningmath, English, science and social studies, their study found that if students don’t recognize the usefulness of the exam they are being asked to complete, both their effort and test results will suffer (Cole et al., 2008).”
Measuring Motivation in Low-Stakes Assessments (2015, methodology): “Wise and DeMars (2005) reviewed 12 studies that experimentally manipulated test-taker motivation to examine the validity of test scores under low-motivation test scenarios. For example, students in the motivated condition might be told that they would receive extra course points based on their perfo”
Students’ academic performance and various cognitive processes of learning: an integrative framework and empirical analysis (2010, methodology): “Finally, prior research has shown that effort is an important factor that accounts for students’ academic performance (Cole et al., 2008; Dupeyrat & Mariné, 2005; Elliot et al., 1999; Fenollar et al., 2007; Simons et al., 2004).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “Thus individuals’ valuing of activities appears to be especially important for their choices about whether to continue the activities, although some studies have found that values (especially utility values) predict performance (Cole et al., 2008; Hulleman et al., 2008).”