Students' Motivation for Standardized Math Exams

Autor/inn/en	Ryan, Katherine E.; Ryan, Allison M.; Arbuthnot, Keena; Samuels, Maurice
Titel	Students' Motivation for Standardized Math Exams
Quelle	In: Educational Researcher, 36 (2007) 1, S.5-13 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X06298001
Schlagwörter	Self Efficacy; Federal Legislation; Standardized Tests; Student Motivation; Individual Differences; Cognitive Processes; Test Anxiety; Student Evaluation; Mathematics Tests; Psychological Patterns; Goal Orientation; Self Concept; Grade 8; Mathematics Achievement + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Bundesrecht; Standadised tests; Standardisierter Test; Schulische Motivation; Individueller Unterschied; Cognitive process; Kognitiver Prozess; Examination phobia; Testangst; Prüfungsangst; Schulnote; Studentische Bewertung; Zielorientierung; Zielvorstellung; Selbstkonzept; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The recent No Child Left Behind legislation has defined a vital role for large-scale assessment in determining whether students are learning. Given this increased role of standardized testing as a means of accountability, the purpose of this article is to consider how individual differences in motivational and psychological processes may contribute to performance on high-stakes math assessments. The authors consider individual differences in processes that prior research has found to be important to achievement: achievement goals, value, self-concept, self-efficacy, test anxiety, and cognitive processes. The authors present excerpts from interviews with eighth-grade test takers to illustrate these different achievement-related motivational beliefs, affect, and cognitive processing. Implications for future research studying the situational pressures involved in high-stakes assessments are discussed. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10