
06445453
j
2015d.00089
Simzar, Rahila M.
Martinez, Marcela
Rutherford, Teomara
Domina, Thurston
Conley, AnneMarie M.
Raising the stakes: how students' motivation for mathematics associates with high and lowstakes test achievement.
Learn. Individ. Differ. 39, 4963 (2015).
2015
Elsevier, Amsterdam
EN
C20
C30
D60
motivation
achievement goal theory
expectancy value theory
highstakes testing
quantile regression
doi:10.1016/j.lindif.2015.03.002
Summary: This study uses data from an urban school district to examine the relation between students' motivational beliefs about mathematics and high versus lowstakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students' motivation and test performance differs based on the stakes of the exam. Students' math selfefficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students' math selfefficacy was more strongly related to achievement on the lowstakes exam. Students' motivational beliefs had a stronger association at the lowstakes exam proficiency cutoff than they did at the highstakes passing cutoff. Lastly, the negative association between performance avoidance goals and highstakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes.