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Table 2 Multiple regression of mathematics performance on domain-specific and situation-specific aspects of motivation

From: The role of test-taking motivation for students’ performance in low-stakes assessments: an investigation of school-track-specific differences

  Model 1 Model 2 Model 3 Model 4
  b (SE) b (SE) b (SE) b (SE)
Self-concept 24.37* (0.79) 22.99* (0.78) 22.85* (0.79) 19.45* (0.80)
Invested effort    19.64* (1.33) 15.76* (1.51) 11.53* (1.56)
Test attractiveness      1.83 (1.47) −5.39 (1.55)
Usefulness of the test      4.78* (0.97) 5.93* (0.96)
Emotional state        1.04 (1.26)
Worry        −19.65* (1.12)
Distraction        −9.98* (0.89)
R 2 (SE) 0.08* (0.01) 0.11* (0.01) 0.11* (0.01) 0.15* (0.01)
  1. Note: *p < .001.