Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Theses (MU)
    • 2008 Theses (MU)
    • 2008 MU theses - Access restricted to MU
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Theses (MU)
    • 2008 Theses (MU)
    • 2008 MU theses - Access restricted to MU
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    Test taking motivation and item performance

    Huang, Min, 1979-
    View/Open
    [PDF] public.pdf (1.808Kb)
    [PDF] short.pdf (8.869Kb)
    [PDF] research.pdf (827.8Kb)
    Date
    2008
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The effect of test taking motivation on item performance is tested. The study proposes that 1) the item performance difference between high and low motivation groups varies with item difficulty; and 2) aberrant response patterns can be associated with motivation. Statistical techniques related to item level analysis are employed to test the hypotheses. Particularly, a DIF index is used to quantify the performance difference between high and low motivation groups, and is correlated with item difficulty. A person fit statistic is used to measure the difference between aberrant response patterns and expected response patterns, and is correlated with motivation indices. Results partially support the hypotheses. The higher the motivation, the more likely examinees ignore the item difficulty and have optimal performance. The lower the motivation, the more likely examinees perform under the influence of their perception of item difficulty. Motivated examinees are less likely to make random errors causing aberrant response patterns, as compared with less motivated examinees. However, the magnitude of motivation effects on item performance differs by the indices chosen.
    URI
    https://doi.org/10.32469/10355/6081
    https://hdl.handle.net/10355/6081
    Degree
    M.A.
    Thesis Department
    Educational, school and counseling psychology (MU)
    Rights
    Access is limited to the campus of the University of Missouri--Columbia.
    Collections
    • Educational, School, and Counseling Psychology electronic theses and dissertations (MU)
    • 2008 MU theses - Access restricted to MU

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems