ERIC Number: ED430037
Record Type: RIE
Publication Date: 1999-Apr
Reference Count: N/A
Does the Relationship between Motivation and Performance Differ with Ability?
How the relationship between test-taking motivation and performance might depend on ability was studied with college students taking a science (n=249) or social studies (n=473) test that had no academic consequences. Students taking these tests are told that their responses provide important information for evaluating the university's programs but that there are no individual consequences from test results. A brief survey measured student motivation during this testing. Results from the Scholastic Assessment Tests were used as measures of general ability. Motivation for these students was not correlated with ability, but the relationship between motivation and performance depended on ability, at least for the science test. The interaction between ability and motivation suggests that conclusions about the overall effects of motivation do not apply to all ability levels equally. However, this interaction is an ordinal one in that motivation increases performance at all ability levels, but especially so for high ability students. (Contains two figures and nine references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Low Stakes Tests; Scholastic Assessment Tests
Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (Montreal, Quebec, Canada, April 20-22, 1999).