The Effect of Perceived Test Importance and Examinee Emotions on Expended Effort during A Low-Stakes Test: A Longitudinal Panel Model

ABSTRACT

Test-taking effort relates to performance on low-stakes tests; thus, researchers and assessment practitioners have investigated what influences students to put forth effort when completing these tests. Using a longitudinal design, we evaluated the often-cited effect of perceived test importance on test-taking effort. More specifically, a 29-item low-stakes institutional accountability test was split into three subtests. College students completed measures of perceived test importance and test-taking effort after each subtest, in addition to measures of test emotions (anger, pride). Emotions were assessed and modeled to provide a rigorous test of the unique relation between perceived test importance and effort. Using a panel model with autoregressive effects, we found perceived test importance had no significant direct or indirect effects on effort during the test. Emotions, however, were predictive of subsequent effort. These results can inform interventions to increase test-taking effort by calling attention to variables other than perceived test importance.

Correction Statement

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Notes

¹ Achievement emotions are “emotions tied directly to achievement activities or achievement outcomes” (Pekrun, 2006, p. 317). Achievement activities include studying, completing assignments, or assessing ability. Achievement outcomes include scores or grades that reflect success or failure. Thus, studies of achievement emotions (and their antecedents and outcomes) span different situations and contexts: test taking, studying, and being in class.

² Pekrun et al. (2004) are often cited when discussing emotions experienced during a test; however, a limitation of this research is retrospective recall of emotions experienced before and during a test. Emotions were not assessed during a test; instead, college students recalled emotions after they completed a test. Students recalled experiencing anxiety the most before a high-stakes test, hope and relief the most during the test, and relief the most after the test. The frequency of positive emotions retrospectively recalled increased over the three “time points,” whereas the frequency of anxiety and hopelessness (negative emotions) decreased over the “time points.” The frequency of anger, shame, and sadness (negative emotions) increased during the test, but decreased after the test, whereas disappointment increased during the test and stayed the same after the test.

³ Although the direct and indirect effects on effort were our main interest, we explored the effects of emotions and importance on each other. With respect to Importance at Time 2, Pride and Anger at Time 1 had direct effects after controlling for previous importance and effort. Effort at Time 1 did not have a direct effect on Importance 2. With respect to Pride 2, Effort and Importance at Time 1 had significant direct effects but Anger 1 did not. With respect to Anger 2, only Anger at Time 1 had a significant effect.