Students’ Motivation for Standardized Math Exams
Students’ Motivation for Standardized Math Exams
复制标题
学生标准化数学考试的动机
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Maurice Samuels
中科院分区：
文献类型：
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作者：
K. Ryan;Allison M. Ryan;Keena Arbuthnot;Maurice Samuels
最近的《不让一个孩子掉队》立法确定了大规模评估在确定学生是否在学习方面的重要作用。鉴于标准化考试作为一种问责手段的作用越来越大，本文的目的是考虑动机和心理过程中的个体差异如何影响高风险数学评估的表现。作者认为，先前的研究发现，个体差异的过程是重要的成就：成就目标，价值，自我概念，自我效能，考试焦虑和认知过程。作者从八年级考生的访谈中摘录，以说明这些不同的成就相关的动机信念，影响和认知过程。未来研究的影响，研究高风险评估的情境压力进行了讨论。
The recent No Child Left Behind legislation has defined a vital role for large-scale assessment in determining whether students are learning. Given this increased role of standardized testing as a means of accountability, the purpose of this article is to consider how individual differences in motivational and psychological processes may contribute to performance on high-stakes math assessments. The authors consider individual differences in processes that prior research has found to be important to achievement: achievement goals, value, self-concept, self-efficacy, test anxiety, and cognitive processes. The authors present excerpts from interviews with eighth-grade test takers to illustrate these different achievement-related motivational beliefs, affect, and cognitive processing. Implications for future research studying the situational pressures involved in high-stakes assessments are discussed.
影响因子：
7.6
作者：
A. Elliot;Holly Mcgregor
通讯作者：
A. Elliot;Holly Mcgregor
影响因子：
7.6
作者：
B. Levy
通讯作者：
B. Levy
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J