NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1064767
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
Reference Count: 30
ISSN: EISSN-2161-4210
Effects of Motivational Prompts on Motivation, Effort, and Performance on a Low-Stakes Standardized Test
Hawthorne, Katrice A.; Bol, Linda; Pribesh, Shana; Suh, Yonghee
Research & Practice in Assessment, v10 p30-38 Sum 2015
Increased demands for accountability have placed an emphasis on assessment of student learning outcomes. At the post-secondary level, many of the assessments are considered low-stakes, as student performance is linked to few, if any, individual consequences. Given the prevalence of low-stakes assessment of student learning, research that investigates the relationship between student motivation, effort, and performance on low-stakes tests is warranted as these tests are increasingly being used to make judgments about the quality of student learning. This quasi-experimental study was conducted at a public mid-sized university with 87 undergraduate students enrolled in four 100-level general education courses. The researchers examined the effects of motivational prompts on student motivation, effort, and performance on a low-stakes test. Results indicated that motivational condition had a significant effect on students' performance as measured by total mean scores on a low-stakes standardized test. Students in the personal motivational condition outperformed students in the other conditions. However, motivational prompts were not found to affect students' critical thinking subscores or self-reported effort and importance scores.
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A