Abstract:
Introduction. Literature shows that students’ test-taking motivation (TTM) has an impact on their test performance. TTM is also influenced by the stakes or consequences attached to the test. Shanghai surprised the world by ranking the first place in the Programme for International Student Assessment (PISA) in both 2009 and 2012. It is plausible that their performance was a function of them meriting as much effort as if they are personally at stakes.
Objectives. This study tests the link between students’ conceptions of tests and their test-taking motivation under three hypothetical test-taking conditions (i.e., none, country, or self).
Methodology. The study employs a quasi-experimental survey design targeting Shanghai senior secondary school students. Participants (N=1003) were randomly assigned to one of the three groups with equivalent sample size per condition. Students self-reported their conceptions of tests (SCoA) and test-taking motivation under their respective condition. Confirmatory factor analysis and structural equation modelling were conducted to evaluate inventories and inter-link the two constructs, respectively. Latent mean analyses were conducted to examine mean scores across conditions.
Results. Students’ general conception of test is a meaningful predictor of their test-taking effort and also mediated by their perceived test anxiety and importance. The impact was stable across test-taking conditions. Latent mean analyses showed that students merited similar levels of effort in country at stakes and self at stakes groups, and both significantly higher than the no stakes group (Cohen’s d = .35, .36, respectively). Only students in the self at stakes group reported statistically significantly higher levels of perceived importance and anxiety than other group(s).
Conclusions. Shanghai students acknowledged the differences between country at stakes and self at stakes test consequences. Nonetheless, they reported equivalent levels of effort expenditure. This may have contributed to their high performance in international large-scale assessments.