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dc.contributor.advisorBergin, David Alleneng
dc.contributor.authorCole, James S., 1965-eng
dc.date.issued2007eng
dc.date.submitted2007 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on September 20, 2007)eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionThesis (Ph. D.) University of Missouri-Columbia 2007.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational and counseling psychology.eng
dc.description.abstractAccording to the self-determination theory, students provided with choice, a rationale, and acknowledgement should report higher levels of motivation and test performance on a low-stakes exam compared to other students. However, there is also some evidence that financial, performance-contingent incentives may facilitate students' test-taking motivation and performance. This experimental study investigated differences in test-taking motivation and test score on a math achievement test due to three interventions: autonomy-support, lottery, or control. The autonomy support group received instructions that included a meaningful rationale, acknowledgment that the task might not be interesting, and avoidance of controlling language. The lottery group received 0, 1, or 2 chances in the lottery, depending on their test scores. For the autonomy and control groups, test taking effort had a significant impact on test performance. However, students who received autonomy support reported higher levels of test effort, but scored significantly lower than students in the lottery group. The performance-based lottery system improved test scores, but only for male test-takers. Based on the results it appears that the two interventions activate different relationships of key variables during a testing situation. The lottery intervention significantly favored males during the math exam. On the other hand, the autonomy intervention minimized gender differences, and facilitated the role of interest and effort during the exam.eng
dc.identifier.merlinb59625971eng
dc.identifier.oclc173177559eng
dc.identifier.urihttps://hdl.handle.net/10355/4676
dc.identifier.urihttps://doi.org/10.32469/10355/4676eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.subject.lcshMotivation in educationeng
dc.subject.lcshTest-taking skillseng
dc.titleMotivation to do well on low-stakes testseng
dc.typeThesiseng
thesis.degree.disciplineEducational, school and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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