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Róbert Csányi & Gyöngyvér Molnár: Comparative Analysis of the Measurement Possibilities of Test-taking Motivation in Low-stakes Tests Students’ test results are not only determined by their level of knowledge and skills. They are influenced by various affective factors like motivation, especially test-taking motivation; and the stake of the test significantly influences students’ test-taking motivation. As the stake of a test decreases, the test-taking motivation of the students may decrease proportionally, and it may affect test performance. The present study investigated an empirical research on the influential factor of test-taking motivation on students’ test results. The sample of the study was drawn from 6 to 8 grade students (n=554) who had to explore and solve interactive problems in uncertain situations that did not require prior knowledge. Students’ test-taking motivation was measured in two ways; using (1) a self-report questionnaire and (2) log data (time-on-tasks, number of clicks). The test-taking motivation of boys proved to be significantly lower than that of the girls’ as well as higher graders’ test-taking motivation was significantly lower than that of the lower graders’. Generally, students’ test-taking motivation correlated significantly with their test performance, however, if we used the self-reported questionnaire data, this relationship was lower than when we used logfile data to measure test-taking motivation. The number of clicks correlated on a higher level with students’ final results than time on task. We detected a significant decrease in students’ test-taking motivation while moving forward in the test, i.e., test-taking motivation is not an individual, constant value, but it also depends on other factors. In several cases, we found a discrepancy between the answers to the self-report questionnaire and students’ logged test-taking behavior, i.e., the real behavior did not confirm their answers. The discrepancy between the answers to the self-report questionnaire and the real test-taking behavior may be attributed to social expectations and the not completely realistic self-assessment of students. The results of the study also point to the limitations of both self-report questionnaires and time-on-task-based methods. MAGYAR PEDAGÓGIA 121. Number 3. 281-307. (2021) Levelezési cím / Address for correspondence: Csányi Róbert, Szegedi Tudományegyetem Neveléstudományi Doktori Iskola. H–6722 Szeged, Petőfi Sándor sgt. 32–34. |
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